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DESIGN TECHNOLOGIES IN TRAINING FUTURE TEACHERS OF PHYSICS FOR WORK AT PROFILE SCHOOL
Abstract
The paper is devoted to application of design technologies in training future teachers of physics for work at profile school. Design activity of students is directed on creation of thematic portfolio including various didactic materials and development of the elective integrated courses on physics and profile disciplines.
Keywords
design technologies, training of teachers of physics, thematic portfolio, profile school
AUTHOR Aleksandra Ordanovskaya
PhD of Education, Associate Professor Department of Physics South-Ukrainian National Pedagogical University of K. D. Ushinsky
Odessa, Ukraine [email protected]
Design technologies, which are more often called "method of projects" in Russian didactics, acquired the great importance in the pedagogical researches devoted to search of the methods, which are directed on skills of practical use on the organization of independent work for the purpose of deeper digestion of program material and development of creative abilities.
Emergence of the method of projects is often connected with J. Dewey. However, design in education has old historical roots. V. Sternberg's researches on history of the method said that vocational training of future experts on the basis of design was carried out in the XVI-XVII centuries, and later (in the XVII-XIX centuries) the design technology became a training method (Sternberg, 2003).
In modern pedagogical science, the term "method of projects" has various definitions. At the same time, researchers define this didactic concept not in the narrow sense as an independent method, but in the wide one - as the system of training or design technology including many various methods of training. In other words, the concept "method of projects" is used as the steady term (especially in researches on pedagogics history), though the word "method" in this phrase already does not capture all essence of the concept. Today "method of projects" is a technology, which leans on various methods of training, therefore, it has to be called "design technology".
In the researches devoted to use of design technologies for future teachers training their success and efficiency in professional formation and formation of the corresponding professional and personal qualities is proved. It induced us to include these technologies in training process of future teachers of physics for work at profile school during practical training on discipline "The technique of teaching the school course of physics" (Ordanovskaya, 2015).
According to the author's experimental program of the discipline, the practical part of training of future teachers of physics for work at profile school included the solution of various pedagogical tasks by students. As a result, there was an idea to present all students' developments in the form of a thematic portfolio.
The thematic portfolio included calendar-thematic planning; plans-abstracts of lessons of various types; tasks in a test form; generalized table of implementation of intersubject communications of physics and other subject disciplines; comparative analysis of training physics at different steps (in compulsory and high profile school); scenario of out-of-class action; information products of educational appointment (for example, presentations); instructions and reports on performance of school physical experiment.
Thus, process of portfolio drawing up represented implementation of the project "Teaching Physics in Classes with the Certain Profile and Level of Training". Requi rements to project implementation, structure and maintenance of portfolio, check of success and quality of separate products during students' practice were gradually specified.
It is obvious that the project is many-sided as it includes different types of activity: research (research of features of physics training technique at the different levels and for different profiles); search (search of solution of problems, which can arise during future professional activity at profile school); creativity (creative approach to creation of project products); role (approbation of the created products at seminars when some students discuss and assess as teachers, and other students are as pupils of a class with the corresponding profile), application (character and orientation of the project).
The project is both the inter-subject, and above-subject project in subject-substantial area as covers a wide range of professional and special (disciplinary) knowledge. For example, development of a project for training technique of physics in classes with a legal profile may contain usage of a certain special knowledge of legal disciplines (for example, criminalistics), with an art and esthetic profile - usage of special knowledge of technologies of painting, sculpture, etc.
The separate attention deserves the following question "Does implementation of the project have to be the individual or group?". On the one hand, professional activity at school would put future teacher in a framework of independent solution of problems and decision-making, therefore, it is expedient to organize implementation of the project in an individual form (one project - one student). On the other hand, organization of group implementation of the project would allow to create conditions for formation important professional qualities on cooperation and communication skills. In this regard, we practiced a combination of individual and group activities over the project in various forms.
1. Consecutive form, i.e. one project is individual, another one - group. For example, the educational project during one substantial module is individual one, and it is group one during the second module.
2. Concentric form with external individual con-centrum (the project is individual; however, separate internal tasks are carried out by group). For example, all components of the project are individual; however, development of the scenario of out-of-class action is carried out in a group.
3. Concentric form with external group con-centrum (the project is group; however, separate internal tasks are individual). In other words, the group works on creation of the uniform project, at the same time, each participant of group performs separate task or its part.
4. Sector form (one part of the project is individual, the other part - group).
Election of a form of work organization depends on a number of factors: microclimate
of students group, personal qualities of students, level of their knowledge and special preparation, motivation to training, etc.
In case of group work on the project, the teacher carries out procedure on discussion of a role and contribution of each participant according to individual interests and preferences with each group. Over time groups can become the self-regulating system, therefore, the problems arising at creation of the project become part of teaching and educational process.
Work of students on the project takes certain stages: preparation, planning, researches, approbation, reflection, assessment of results and process, reporting.
Preparation for project implementation includes explanation to what content of thematic portfolio, promotion of formal requirements to the project, process of its creation and representation, criteria of project evaluation.
The main objective of planning is splitting work into specific objectives that allows to reach certain results with the smallest expenses. Besides, planning of group work allows to find balance between ambitions of each student. Formally, it is shown in creation of schedule diagram or plan, in which stages of work, terms of performance of specific objectives, dates of consultation and approbations are specified.
The feature of the project is that it is multidimensional, because it is based not only on the result (the portfolio is created / not created, tasks are carried out / not carried out, etc.), but also on assessment of students work during the entire period of performance.
Thus, estimation procedure, criteria of formal and external value judgment have to be defined before working on project.
The formal assessment (number of scores, assessment on ECTS scale, assessment on national scale, for example, perfectly / well / satisfactory / unsatisfactorily, credit / not credint) can be exposed on the basis of the current marks. At the same time, the list of criteria of project success has to be much wider, considering abilities for professional growth, mobility, creative approach the tasks solution.
It is possible to judge about project success using the following criteria:
1) general didactic criteria:
- degree of goal achievement;
- degree of independence of project implementation;
- consideration of recommendations about improvement of the project;
2) methodical criteria:
- correspondence of the developed products and the objective;
- correspondence of the project and the existing basic documents defining teaching physics at profile school (standard of basic secondary education, concept of profile training, program of teaching physics in classes of appropriate level and profile of training, criteria of assessment of pupils knowledge, etc.);
- reflection of training profile in the project (whether inter-subject communications are realized, interdisciplinary cooperation with teachers of other disciplines is offered, the integrated, binary lessons are developed, etc. );
- consideration of the level of pupils knowledge to different programs (whether there are offers on primary control of knowledge and abilities of pupils);
- account of personal qualities of school students, in particular, mental features of perception and storing of information (whether there are psychological studying of pupils or cooperation with the school psychologist);
- expediency of the offers presented in the project;
3) esthetic and ergonomic criteria:
- correspondence of the products developed in the project and requirements to micro and midi-ergonomics on anthropometrical, sensomotoric, psychophysiological compatibility of teacher, pupils and equipment.
Similar design activity got a new impulse during studying by students the special course "Pedagogical Technologies in Training Physics". According to the experimental program of the course, it was supposed that the result of training is development of elective course for high profile school directed on integration of physics and profile disciplines by students.
Development of elective course was the complex pedagogical task including the solution of separate tasks:
1) drawing up the calendar-thematic plan of elective course;
2) selection and designing of maintenance of elective course for implementation of interdisciplinary integration of school course of physics and profile discipline (on the set condition of educational environment)
3) selection and development of problems for practical part of elective course;
4) definition of assessment criteria of elective course;
5) preparation of tasks for pupils examination (in particular, tasks in a test form)
6) preparation of didactic material, including, electronic information products of educational appointment.
The subjects of students' projects of elective courses were various. In some cases, elective courses were similar in t contents, especially the projects concerning integration of physics and biology or medicine for classes of biological-chemical or sports profiles of training (for example, "Physics and medicine", "Physics and wildlife", "Physics around us and in us", "Physics and sport", etc.).
At the same time, didactic material differed and contained educational presentations, video fragments and paper distributing material. For example, the author of the elective course "Physics and Physical Geography" suggested distributing district and contour maps to pupils for practical work on determination of atmospheric pressure at different heights above the sea level. In the other elective course "Physics and Art", the student suggested distributing matches for performance practical work "Definition of static characteristics of constructions from matches". The elective course "Physics and Literature" provides work of pupils with literature sources for search of physical phenomena descriptions in various literary forms (verses, stories, descriptions, etc.). The
elective course "Physics and Art" joined work with photo and video for detection the image of physical phenomena and processes in works of art (painting, sculptures, cinematography).
Discussion of ideas about abilities to integrate disciplines, which, at first sight, are not connected with physics, was carried out in the form of brain storm as such methodical technique is the most effective: the avalanche promotion and development of ideas led to the most interesting results.
Having decided the program and maintenance of elective course, didactic materials, list of practical works, students had to define criteria of assessment of pupils' achievements, offer progress control forms. Complexity of performance of this part of project was that students had to offer own scale of formal and/or informal estimation as the total quantitative mark is not put down for elective courses at school. Students suggested the creative solutions of this problem . For example, the elective course "Physics and Art" the following criteria of success were offered: 1) knowledge of physics was estimated on a two-digit scale "right" and "wrong"; 2) esthetic registration was estimated on a three-digit scale "good", "very good", "perfect".
The elective course "The technique of teaching the school course of physics" used two-mark system - on physics and on computer interpretation, each mark was a smile: «perfect»-©, «good»-©, «try hard»-©. For example, a pupil could receive such marks, as ©© or ©© for practical work.
In the conclusion, we note that use of design technologies for practical training on discipline «A technique of teaching a school course of physics» and the special course "Pedagogical Technologies in Training Physics" allowed to direct training of future teachers on process of creative search of solution of problems, which can arise in professional activity at school. At such approach, training of students promoted formation and development of the whole class of professional qualities of future teachers:
a) individual (increase of motivation level for future professional activity, to get interest in it thanks to creative solution of objectives and creation of own unique products, initiative, independence, ability to collect and analyze information, etc.);
b) intellectual (deepening of special knowledge, ability to integrate interdisciplinary knowledge and knowledge from various sources of information);
c) communicative (skills of cooperation, representation, convincing, logically constructed argument, discussion in an effective form; skills of perception of information and statement of questions);
d) reflexive (studying own strong and weak sides, ability to estimate own opportunities of objective, receive content from the work, get the feeling of autonomy and liberty in the course of training).
REFERENCES
1. Ordanovskaya, A.I. (2015) "Practice of training of future teachers of physics for work at profile school", Koncept, No. 11 (November), ART 15403, URL: http://e-koncept.ru/2015/15403.htm. - ISSN 2304-120X.
2. Sternberg, V.N. (2003) The theory and practice of "method of projects" in pedagogics of the XX century: PhD Thesis, Vladimir, 194 P.
