Problemų sprendimo gebėjimų formavimasis atliekant tarpdalykinio turinio projektus : būsimų gamtamokslinių dalykų mokytojų požiūris

LTStraipsnyje aprašomi tyrimo, vykdyto pagal tarptautinį projektą „Gamtos mokslų mokytojų mokymas pažangiais metodais“ (S-TEAM, Science-Teacher Education Advanced Methods), rezultatai. Nagrinėjama, kaip mokymasis bendradarbiaujant tarpdalykinio turinio pagrindu lemia būsimųjų gamtamokslinių dalykų mokytojų problemų sprendimo gebėjimus. Mokymasis bendradarbiaujant vyko pagal M. Foldevi’o problemų sprendimo metodiką, kurią taikant formuojasi šie problemų sprendimo gebėjimai: problemos scenarijaus kūrimas; grupės plano kūrimas; problemos sprendimo hipotezės formulavimas; „smegenų šturmas“; problemos apibrėžimas, mokymosi tikslų formulavimas, gilinimasis į žinias; svarstymai ir rūpestingos žinių paieškos, pritaikymas. [Iš leidinio]Reikšminiai žodžiai: Problemų sprendimo gebėjimai; Tarpdalykinė integracija; Mokymasis bendradarbiaujant; Problem-solving abilities; Interdisciplinary integration; Learning through cooperation.

ENArticle describes the results of the research being a part of EU Seventh Framework Programme project "Science-Teacher Education Advanced Methods (S-TEAM)". The effects of learning through co-operation on the development of problem-solving abilities of pre-service teachers are analysed in the light of interdisciplinary curriculum. The model of cooperation performing crosscurricular projects was based on the method proposed by M. Foldevi (1995). The learning cycle is composed of nine phases: scenario of a problem; creation of a group plan; formulation of hypothesis of problem solution; "brain storming"; definition of the problem; formulation of learning tasks; deepening one’s knowledge; discussions and careful research of knowledge; application of knowledge in practice. This article aimed to reveal the role of learning through co-operation in the development of problemsolving abilities of pre-service teachers. It was discovered that M. Foldevi method has positive effect on problem-solving abilities (scenario of a problem; creation of a group plan; formulation of hypothesis of problem solution; "brain storming"; definition of the problem; formulation of learning tasks; deepening one’s knowledge; discussions and careful research of knowledge; application of knowledge in practice). Pre-service teachers’ self-assessment of their abilities has shown better results regarding “brain storming” and deepening one’s knowledge whereas worse results have been observed regarding abilities appearing in cooperative activities, i.e. formulation of hypothesis of problem solution and definition of the problem. Such results highlight the importance of encouraging the cooperation between pre-service teachers while applying M. Foldevi method during the following activities: formulating hypothesis, determining goals of learning and generating ideas how to solve problems.In addition to this it shall be pointed out that according to the opinion of pre-service teachers, learning through co-operation on the basis of interdisciplinary relationships is an acceptable model of educational practice. It is especially supported by pre-service teachers planning their educational career. Correlations between the attitude towards learning through co-operation and intention to work as a teacher, abilities to use knowledge in practice and intention of using interdisciplinary relationships, and the intention of pre-service teachers to use interdisciplinary relationships and learning through co-operation were statistically significant. [From the publication]