https://doi.org/10.59132/viz/2023/4-5/7-14
Izvleček
V prispevku predstavljamo odgovore na dve vprašanji, ki smo jih zastavili strokovnim delavcem v projektu Naravoslovna in matematična pismenost: spodbujanje kritičnega mišljenja in reševanja problemov. Ti dve vprašanji sta: Kaj so v zvezi s tem pridobili strokovni delavci v času trajanja projekta in kaj so pridobili otroci, učenci in dijaki? Odgovore smo zbrali v smiselne skupine in jih predstavili z besedami oz. besednimi zvezami, ki smo jih uvrstili v posamezno skupino. Ugotavljamo, da so strokovni delavci pridobili nova znanja, na temelju katerih so dejavnosti oz. naloge za razvijanje naravoslovne in matematične pismenosti pripravljali na drugačen način, oboje pa je rezultiralo v spremenjenem poučevanju. Spremenila se je tudi vloga vzgojitelja in učitelja, okrepilo se je sodelovanje in timsko delo med strokovnimi delavci, poseben poudarek so dali krepitvi odnosa med učenci in učitelji. Otroci, učenci in dijaki so bili v obdobju trajanja projekta deležni raznolikih dejavnosti in nalog, ki so se osredotočale predvsem na raziskovanje in reševanje problemov. Tako pripravljene dejavnosti so prispevale k temu, da so učenci razvijali prečne veščine in povezovali znanja različnih področij, kar je pripomoglo tudi k uvidu v uporabnost znanja in posledično prispevalo k trajnosti le-tega. Poleg razvijanja naravoslovne in matematične pismenosti so razvijali tudi druge pismenosti, npr. finančno, bralno in digitalno. Povečala se je motivacija in izboljšal se je odnos do učenja.
Abstract
Benefits of NA-MA POTI Project for Educators, Children, Pupils, and Students
This paper addresses two questions posed to practitioners in the Science and Mathematics Literacy: Promoting Critical Thinking and Problem-Solving project. They were as follows: What did practitioners gain in this regard as a result of participating in the project? How did children, pupils and students benefit? The responses were meaningfully classified and presented with the words or phrases assigned to each category. We discovered that practitioners obtained new knowledge, leading them to create activities or assignments to enhance science and mathematical literacy in new ways, resulting in changed lessons. The educator role also evolved, and there was more cooperation and teamwork among practitioners. An emphasis was on strengthening the relationship between students and teachers. Children, pupils, and students participated in diverse activities and tasks during the project, focusing mainly on research and problem-solving. These tasks helped students develop transversal skills and link knowledge from different fields, allowing them to recognise the applicability of their knowledge and, consequently, to contribute to its sustainability. In addition to developing science and mathematical literacy, financial, reading, and digital literacy were also developed. Motivation increased, as did attitudes towards learning.