(1) Analysis of practical problems: We identified the existing educational problems in the motivation and development of students gifted in science while using methods of observation, students´ questionnaires, interviews, etc. Our research question was formulated as follows: Which IBSE components are effective for the motivation and development of students gifted in science?
(2) Development of solutions with a theoretical framework: We made the comparison of the specific educational needs of students gifted in science and the core IBSE components. On the basis of this comparison, we have created teaching materials in the form of IBSE modules within the project PROFILES. These teaching modules include IBSE components suitable for students gifted in science.
(3) Evaluation and testing of solutions in practice: Science teachers (participants of PROFILES project) were the authorised implementers and evaluators of the IBSE components. They used action research as their core method. In the last few years, action research has been implemented into daily practice more often. Thus, a significant development of PCK of each teacher who uses action research occurs on the basis of research-based teacher self-training.
(1) Analysis of practical problems: We identified the existing educational problems in the motivation and development of students gifted in science while using methods of observation, students´ questionnaires, interviews, etc. Our research question was formulated as follows: Which IBSE components are effective for the motivation and development of students gifted in science? (2) Development of solutions with a theoretical framework: We made the comparison of the specific educational needs of students gifted in science and the core IBSE components. On the basis of this comparison, we have created teaching materials in the form of IBSE modules within the project PROFILES. These teaching modules include IBSE components suitable for students gifted in science. (3) Evaluation and testing of solutions in practice: Science teachers (participants of PROFILES project) were the authorised implementers and evaluators of the IBSE components. They used action research as their core method. In the last few years, action research has been implemented into daily practice more often. Thus, a significant development of PCK of each teacher who uses action research occurs on the basis of research-based teacher self-training.
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