Kształcenie umiejętności prowadzenia dyskusji zgodnie z metodologią nauczania przez odkrywanie

ESTABLISH (European Science and Technology in Action: Building Links with Industry, School and Home) to czteroletni projekt realizowany w ramach 7 Programu Ramowego ze środków Unii Europejskiej (FP7/2007-2013). Głównym celem projektu jest zachęcenie do bardziej powszechnego stosowania strategii edukacyjnej IBSE, czyli nauczania przez odkrywanie/dociekanie naukowe. Z tego powodu w projekcie szczególny nacisk położono na wzmocnienie więzi łączących edukację szkolną ze światem zewnętrznym, czego rezultatem powinien być wzrost efektywności nauczania oraz wzbudzenie szerszego zainteresowania przedmiotami przyrodniczymi uczniów szkół gimnazjalnych i ponadgimnazjalnych. Kluczową rolę w procesie wdrażania innowacji dydaktycznych odgrywają nauczyciele, dlatego też istotne są szkolenia nauczycieli realizowane w ramach projektu. Opracowane materiały dydaktyczne, zorganizowane szkoły letnie i warsztaty miały przybliżyć nauczycielom zasady prowadzenia zajęć przez odkrywanie/dociekanie naukowe. Metodologia IBSE promuje kształcenie umiejętności kluczowych, ważnych w życiu codziennym, takich jak np.: umiejętność prowadzenia dyskusji czy właściwego argumentowania. Dlatego jednym z zadań realizowanych przez nauczycieli w trakcie szkoleń było rozwinięcie umiejętności prowadzenia dyskusji. Umiejętność ta wymaga jednak stosowania się do odpowiednich reguł, a rolą nauczyciela jest pilnowanie, aby uczniowie reguł tych przestrzegali. W ramach ćwiczeń zaproponowano uczestnikom szkoleń przeprowadzenie dyskusji na aktualne obecnie tematy, takie jak: „Czy w Polsce należy zbudować elektrownię jądrową” oraz „Czy chitosan jest dobrym środkiem odchudzającym”. Dyskusja poprzedzona była opracowaniem zasad „dobrej dyskusji”. Na zakończenie natomiast nauczyciele dzielili się własnymi doświadczeniami z pracy takimi metodami oraz sporządzili listę tematów do dyskusji, które mogłyby zainteresować uczniów na danym etapie kształcenia. W artykule zawarto doświadczenia, przemyślenia i wnioski wynikające z pracy z nauczycielami w ramach zajęć szkół letnich, dotyczących kształcenia umiejętności kluczowych.ESTABLISH - European Science and Technology in Action: Building Links with Industry, School and Home is a four year pan-European project funded by the European Union’s Seventh Framework Programme (FP7). A specific aims of this project is to reinforce the links between school education and external world, so as to raise the level of scientific knowledge of teachers and their students, and increase students’ intrinsic motivation to science and technology. Inquiry-based science education (IBSE) has been selected as the methodology to facilitate this type of teaching and learning. In order to achieve this set aim, it is necessary to prepare the teaching staff to be involved in IBSE. Across Europe teachers and students have begun to adopt the IBSE methodology, facilitated by many projects including ESTABLISH. In Poland, the ESTABLISH teachers training included inter alia, two summer schools during which teachers can deepen the knowledge and understanding of how to apply the IBSE strategy into their own teaching practices. Selected because of their importance in contemporary society life, are the abilities to discuss, to argue and to draw connections. Those skills require the use of specific rules. During the ESTABLISH training, teachers were tasked with creating a list of rules to help them lead a “good discussion” in their classroom. They tried to follow those rules discussing many hot and current topics, for example nuclear energy or use of supplements to lose weight (Chitosan). The advantages and disadvantages of developing this skill (discussion) as part of this teaching method were examined by participants of summer school. At the end of classes teachers shared their experiences of working with proposed method and collectively created a list of discussion topics they thought would be interesting for students that can be implemented in Polish schools. In the presentation, our experiences, remarks and conclusions from working with summer schools' teachers of the ESTABLISH project will be shared

Remediation of CO2CO_2 in Boudouard’s reaction as an example of reversible chemical reaction

One of the fundamental elements of a scientist's work is the ability to lead observations of the phenomena that surround us and based on them making conclusions. These observations are conducted within the so-called scientific experiments. Lessons learned based on the results obtained in experiments allow researchers to better understand the essence of the phenomena occurring in the world around us. Drawing conclusions is not always easy. In order to achieve this skill, we must possess a well-established knowledge in the field of the phenomenon that interests us. The most striking example of how important skills are observation and drawing proper conclusions is the phenomenon of global climate warming. The main parameter influencing temperatures registered on Earth is the concentration of greenhouse gases in the atmosphere, and especially carbon dioxide created from combustion processes. A significant role in studies of the reduction of CO2 emissions plays chemists. To be sure that conducted by them experiments are optimally designed, it is necessary to ensure them with proper education already at the secondary school level. The main aim of this article was to conduct the study in order to explain chemical issues that create the greatest cognitive difficulties among students. The second aim of the article was to propose a chemical experiment to students that would allow them to find out more about the phenomena governing in the area of problematic issues. The proposed experiment is based on the concept of solubility equilibrium. Results of preliminary tests that have been carried out after applying this experiment on a small group of students, indicated their better understanding of the studied subject

Influence of in-service teacher training on their opinions about IBSE

AbstractThe new Polish science curriculum was launched in 2008 and is currently being implemented in upper secondary schools. The new general objectives of education, and students’ key competences that should be developed during science classes were defined in this document. The presented competences are in line with those that might be developed by Inquiry Based Science Education (IBSE). IBSE is currently a popular instructional method in many countries and it is being strongly promoted by the European Union. Unfortunately, most of the European Union member countries don’t have national strategies in place to support the teachers responsible for implementing IBSE. In the article, a programme of science teacher training course which outline the basics of IBSE techniques was introduced. These course have been developed for polish science teachers basing on the Teachers Education Programme developed within the ESTABLISH project. The effect of the training on the attitude of Polish teachers to IBSE and the impact of training on the perception of selected aspects of IBSE was studied. The research was based on a survey questionnaire conducted among participants of the course before and after the training. The results show current position and degree of implementation of IBSE in Polish schools and the positive and negative factors affecting introduction IBSE into school practice

Wdrożenie nauczania przez odkrywanie do polskiej podstawy programowej w zakresie przedmiotów przyrodniczych : badanie opinii nauczycieli

The new Polish science curriculum was launched in the 2008 and currently is being implemented in upper secondary schools. The new general objectives of education, and students’ key competences that should be developed during science classes were defined in that document. Presented competences are in line with competences that might be developed by Inquiry Based Science Education (IBSE). IBSE is currently a popular instructional method in many countries and it is being strongly promoted by European Union. In the article the role of IBSE in the new Polish science curriculum is described and related to the method of ‘Independent Investigation to Acquire Knowledge’ that was formerly known in the national pedagogy. The article also presents results of a survey questionnaire that was conducted among Polish science teachers. The aim of the study was to measure the attitude of Polish teachers, pupils and society to IBSE. Based on the results the current position and degree of implementation of IBSE in Polish schools was estimated. Additionally the positive and negative factors affecting the implementation of IBSE were presente

The performance of triglyceride to high-density lipoprotein cholesterol ratio in acute coronary syndromes using a diagnostic decision tree

Background. Modern modeling techniques, including decision trees, may potentially provide accurate prediction and classification of outcomes, and support the process of clinical decision making. The objective of our study was to evaluate the performance of triglyceride to high-density lipoprotein (TG:HDL-C) ratio in acute coronary syndromes (ACS) presented using a decision tree analysis. Methods. The initial study group consisted of 220 consecutive patients admitted to hospital within the first 6 hours from the onset of chest pain. All these patients met clinical criteria of ACS and were compared with 116 healthy volunteers in a case-control study. Serum was assayed on admission for cardiac troponin I, C-reactive protein, apolipoproteins ApoAI and ApoB, and lipid parameters. Atherogenic lipid ratios: TC:HDL:C, LDL-C:HDL:C and TG:HDL-C were calculated. Results. ACS patients showed almost twice as high median values of TG:HDL-C as controls [2.77 (1.88–4.08) vs. 1.47 (0.99–2.08); p < 0.0001]. The TG:HDL-C ratio was significantly related to the positive history of coronary artery disease, age and lipid parameters, except for LDL-C. The TG:HDL-C ratio was, after age, the most powerful independent predictor and classifier of the occurrence of ACS with the optimal cutoff being 2.28. The performance of TG:HDL-C was superior to other lipid parameters and ratios, and enabled identification of the additional 6 subjects with ACS. Conclusion. The TG:HDL-C ratio is a useful risk marker of the ACS occurrence. Further prospective studies are needed to confirm our findings and clarify the interaction between TG and HDL-C concentrations in ACS patients

Oxidative stress markers during a course of hyperthyroidism

Introduction: Previous studies have shown the presence of oxidative stress in hyperthyroid patients. The aim of this study was to evaluate the influence of hyperthyroidism on lipid peroxidation, plasma lipoprotein oxidation and antioxidant status. We have estimated the clinical utility of the biochemical parameters analysed as markers of oxidative stress in hyperthyroidism. Material and methods: Twenty five patients with overt hyperthyroidism because of Graves’ disease or toxic multinodular goitre and 20 healthy subjects were included in the study. Lipid peroxidation was evaluated by measurement of peroxides and malondialdehyde with 4-hydroxynonenal (MDA + 4-HNE) concentrations. Autoantibodies against oxidised LDL (anti-oxLDL) were assayed as a marker of lipoprotein oxidation. Changes in the antioxidant defence system were estimated by measurement of total antioxidant status in serum (TAS) and erythrocyte superoxide dismutase activity (SOD). Results: A significant increase in serum concentration of peroxides and MDA + 4-HNE was observed in patients with hyperthyroidism. However, no difference was found in anti-oxLDL concentration and antioxidant status parameters (TAS, SOD) between the control group and the patient group. Conclusions: Our results indicate an intensification of the oxidative processes caused by an excess of thyroid hormones, which is not accompanied by a response from the antioxidant system. Elevated concentrations of lipid peroxidation products in serum, both peroxides and malondialdehyde with 4-hydroxynonenal, may be useful as markers of oxidative stress during the course of hyperthyroidism.Wstęp: Wcześniejsze badania wskazują na występowanie stresu oksydacyjnego w stanach nadczynności tarczycy. Celem niniejszej pracy była ocena wpływu nadczynności tarczycy na procesy peroksydacji lipidów, oksydację lipoprotein osocza oraz stan antyoksydacyjny organizmu. Oceniano przydatność oznaczanych parametrów biochemicznych jako wskaźników stresu oksydacyjnego w hipertyreozie. Materiał i metody: Badaniami objęto 25 pacjentów z jawną nadczynnością tarczycy w przebiegu choroby Gravesa-Basedowa lub wola guzkowego nadczynnego oraz 20 zdrowych ochotników stanowiących grupę kontrolną. Nasilenie procesów peroksydacji lipidów oceniano poprzez pomiar stężenia nadtlenków lipidów oraz pomiar stężenia dialdehydu malonowego oznaczanego łącznie z 4-hydroksynonenalem w surowicy (MDA + 4-HNE). Wskaźnikiem oksydacji lipoprotein było stężenie przeciwciał przeciwko oksydowanym LDL (anti-oxLDL, autoantibodies against oxidised LDL). Zmiany w systemie obrony antyoksydacyjnej organizmu oceniano poprzez pomiar całkowitego stanu antyoksydacyjnego surowicy (TAS, total antioxidant status in serum) oraz aktywność dysmutazy ponadtlenkowej erytrocytów (SOD, superoxide dismutase activity). Wyniki: W badanej grupie pacjentów z nadczynnością tarczycy obserwowano zwiększone stężenie produktów peroksydacji lipidów w surowicy, zarówno nadtlenków, jak i MDA + 4-HNE. Nie stwierdzono istotnych statystycznie różnic między grupą badaną a kontrolną w stężeniu przeciwciał przeciwko oksydowanym LDL oraz w wartościach wskaźników obrony antyoksydacyjnej organizmu (TAS, SOD). Wnioski: Wyniki badań wskazują na nasilenie przemian oksydacyjnych wywołanych działaniem wysokich stężeń hormonów tarczycy, któremu nie towarzyszy odpowiedź systemu antyoksydacyjnego organizmu. Podwyższone stężenie produktów peroksydacji lipidów w surowicy, zarówno nadtlenków, jak i dialdehydu malonowego oraz 4-hydroksynonenalu, może być użytecznym wskaźnikiem stresu oksydacyjnego w przebiegu nadczynności tarczycy