Õppimist toetava e-tasemetöö väljatöötamine III kooliastmele õpilaste loodusteadusliku pädevuse hindamiseks

Selle disainipõhise uuringu eesmärk oli välja töötada e-tasemetöö, millega saaks hinnata riiklikus õppekavas määratletud III kooliastme lõpuks omandatud loodusteadusliku pädevuse taset. Ühtlasi pidi tasemetöö andma kirjeldavat tagasisidet nii õpilasele, õpetajale, lapsevanemale kui ka haridusüldsusele. Protsessi komplekssusest tingituna keskendutakse selles artiklis kitsamalt tasemetöö disainimise protsessile ja saadud lõpptulemusele ning põhjendatakse tehtud disainiotsuseid. Uurijate ja praktikute vahelises koostöös (2018–2022) jõuti uudse lahenduse – kontekstipõhise tasemetööni, mida saab kasutada üle-eestiliseks põhiuuringuks. Õpilaste saavutatud loodusteadusliku pädevuse taset kirjeldatakse neljal tasemel üheksa tunnuse abil, mis on ülevaatlikkuse nimel rühmitatud omakorda neljaks: loodusteaduslikud teadmised, uurimuslikud oskused, probleemi lahendamise ja otsuse tegemise oskused ning kommunikatsioonioskused. Tasemetöö koosneb neljast alatestist ning kokku 35 ülesandest. Summar

The Experience of Using Geoportal in National Geography Olympiad in Estonia. GI_Forum 2014 – Geospatial Innovation for Society|

For the past couple of years, the Estonian Land Board Geoportal has been effectively used in the Geography Olympiad’s tasks. We analyzed how well students performed in these tasks and also what students and teachers thought about using the Geoportal for problemsolving tasks, and what was problematic or interesting in their opinion. The students’ skills in using Geoportal were quite good and they were very interested in using it

The Experience of Using Geoportal in National Geography Olympiad in Estonia. GI_Forum 2014 – Geospatial Innovation for Society|

For the past couple of years, the Estonian Land Board Geoportal has been effectively used in the Geography Olympiad’s tasks. We analyzed how well students performed in these tasks and also what students and teachers thought about using the Geoportal for problemsolving tasks, and what was problematic or interesting in their opinion. The students’ skills in using Geoportal were quite good and they were very interested in using it

Implementing a Geoinformatics Course for Secondary Schools: First Lessons to be Learned. GI_Forum 2014 – Geospatial Innovation for Society|

The National Curriculum for Upper Secondary Schools in Estonia now places more emphasis on optional subjects, Geoinformatics being one of which. The learning environment of this geoinformatics course was created by the Department of Geography, University of Tartu. Plans and expectations for this course were presented at the AGIT 2011 (ROOSAARE et al. 2011). In the current paper we analyze the results of course piloting and its use for teaching both in-service teachers and school students. The content of the course and learners’ feedback are described shortly. Several problems are pointed out. The main conclusion is that such a course is necessary, and that the students enjoy it

Implementing a Geoinformatics Course for Secondary Schools: First Lessons to be Learned. GI_Forum 2014 – Geospatial Innovation for Society|

The National Curriculum for Upper Secondary Schools in Estonia now places more emphasis on optional subjects, Geoinformatics being one of which. The learning environment of this geoinformatics course was created by the Department of Geography, University of Tartu. Plans and expectations for this course were presented at the AGIT 2011 (ROOSAARE et al. 2011). In the current paper we analyze the results of course piloting and its use for teaching both in-service teachers and school students. The content of the course and learners’ feedback are described shortly. Several problems are pointed out. The main conclusion is that such a course is necessary, and that the students enjoy it