Prezentare Conferinta Simonacomenius Regio Ccd Bucuresti- Prienai Lituania English

7/28/2019 Prezentare Conferinta Simonacomenius Regio Ccd Bucuresti- Prienai Lituania English

1/41

Comenius Regio

"City as a Learning Place -Where Learning is An

Adventure"

Public ConferenceROMANIA

Bucharest

14 October 2012


2/41

Theoretical premises Centuries ago, visionar psychologists

and experts in education like Rousseauand, later Piaget have emphasis that

real life experiences form the basis oflearning and bring precious inputs to

education Over 200 years ago, in his manual of

pedagogy, Rousseau settled the

importance of learning from different

places and settings, recommending forEmile a whole year of learning by

traveling.

Gaining experiences that would have

the major role for personal development

and growing mature.


3/41

Up to present In our present Knowledge society, The European

Union stress upon the important role of involvingstudent in different and intercultral learning

experiences through placements in enterprises

and companies.

The major role of working altogether endexperiencing new environments.

Experiences may be planned to take place within

lessons in school class, school laboratory, as

well as in museums, parks or field trips.


4/41

Conceptual basis

In present research we started from studying

concepts like:

Outdoor education

Non-formal education

Formal education
http://books.google.ro/books?id=k82M2yBH704C&printsec=frontcover&source=gbs_ge_summary_r&cad=0


5/41

Outdoor education

Starting from immemorial times, people was "trained"

to live in the world.

For at least several million years, learning and

training was conducted in the outdoors and in

different unstructured places and ways.

Through the last millennium the science of education

got a structure and methodology, education became

more structured.

Outdoor education was the trend to return to

Promoters of outdoor education, in theory were in

UK, and USA, and later Australia during the Second

World War(1943)

nature and experience


6/41

Studies upon the effectiveness of

outdoor education

In 1983, Minda Borun published a research

related to: Planets and Pulleys: Studies of

Class Visits to Science Museums

The University of Chicago published in 1998 In

The Elementary School Journal , a Quantitativeand qualitative study that assessed the effects

of an extracurricular science program on

students' interest and learning about biology.

Emmett L. Wright realized an Analysis of theeffect of a museum experience on the

biology achievement of sixth-graders

published In Journal of Research in Science

Teaching, 2006
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=PlchX0lHRuKawzMkM-iISQ__.ericsrv002?_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Borun+Minda%22http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=PlchX0lHRuKawzMkM-iISQ__.ericsrv002?_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Borun+Minda%22


7/41

Outdoor education is by itself a powerfulteaching tool:

through doing, facing challenges, andstepping outside students comfort zone,

assuming ownership, working as or withleaders, learning process certainly takes ona new dimension.

Outdoor education is an ideal catalyst for

learning about these notions.(Anna Schmidt- USA 2006)


8/41

Conclusions of international studies

After researching this domain, we could

conclude that there is a lack of research and a

relatively new trend that concernsits

effectiveness

There might be a general conclusion of allinternational research:

learning experiences that take place in adifferent place that school class is more

susceptible to generate skills linked to theneurological development and personaldevelopment.


9/41

Formal activities in non-formal settings

Through this Regio project we proposed to create a

natural link between the structured types of

education related with different learning

environment end and experiences:

Formal education


The innovation that our project brings in, is :

to join strengths of formal education and

non-formal education, in order to overcometheir weaknesses


10/41


11/41


12/41


More experience and research is gained in thefield of non-formal education methodology at

international level.

In Romania, this type of education was one of a

great interest and grew in the last periodUNESCO and European bodies contributed

through their politics and programs to its

flourishing.
http://www.unesco.org/new/en/unesco/


13/41

Most countries have Educational Management Information

Systems to monitor formal education, but only in rare casessuch systems exist for the non-formal sector.

As a response to this challenge, UNESCO has developed an

easy-to-use methodology and database for creating a

Non-Formal Education Management Information System(NFE-MIS).

The system: provides a practical and internationally applicable approach to NFE monitoring and evaluation,

adaptable to local contexts and information needs;

enables countries to generate meaningful and reliable information and statistics on NFE whichcan be used by policy-makers and planners for informed decision making, better planning and

delivery, monitoring and evaluation of NFE;

aims at improving the co-ordination of programmes among NFE providers; and

raises interest and encourages participation in NFE programmes.



14/41

Methodology of Study

The research was European.

Commonly developed by Romanian-Bucharest

and Lithuanian- Prienai project teams:

Discussing and common analyzing aspects of research

Commonly conceiving the mythology of research

Designing in Common of instruments of research-

questionnaire

Selecting the similar scale of target group in both regions.Participants in the questionnaire survey were teachers

involved in the Comenius Regio project "City as a place

of learning - where learning is an adventure.


15/41

The research was coordinated by the Teacher

Training Center of Bucharest Romania in

cooperation with The Municipality of Prienai-

educational department, Lithuania,the international coordinators of Comenius Regio

project City as a learning place - where learning

is an adventure COM-11-PR-28-B-RO

The research was realized between

December 2011- February 2012

in 5 schools from the two countries regions:

Bucharest- Romania and Prienai-Lithuania

Methodology of Study


16/41

Research target group

A total number of 205 persons were

interviewed on a questionnaire base.

80 teaches of different subjects

125 students of 10-15 years old

1.School nr. 87 "M. Botez

2.School nr. 112 Titan

3.Eugen Lovinescu High School

4.Silavotas basic school

5.Veiveriai Tomas Zilinskas gymnasium


17/41

Aim of research

The is to set a scientific (even at small pilotscale) background to our project and to identify

best ways, methods, strategies and places to

implement the proposed educational innovation:

Teaching school lessons in non-formaleducational settings offered by the city

facilities

Bridging formal and non-formaleducation by joining their strengths and

overcoming their weaknesses.


18/41

General hypothesis

Education in stateschools in Romania and

Lithuania is still traditional

and old in our schools,

based on classes and

lessons pedagogicaltheory, designed by John

Amos Comenius (1592-

1670), and the curriculum

is conceived in the

classical division ofschool disciplines based

on different sciences.


19/41

Needs and expectations of beneficiaries of education are high, in

trends with modern times. Teenagers are multitasking thinking,permanently on the move, are under influence of mass-media, of IT

resources, are full of information and unstructured skills form

society. In this context students appreciate challenges and

adventure learning instead of classical settings of school classes.

They often feel bored by school and school classes cant raise their

need for learning and raise their curiosity.

General hypothesis


20/41

Survey idea

Teachers perceived students needs and tend tounderstand that some changes are needed in

their teaching in order to connect with students.

Educators need to explore, research a system,

a methodology to raise curiosity and regain thenatural spirit of curiosity and adventure of

learning.

The survey idea was to screen the currentsituation regarding routine teaching settings

and possible innovative interventions.


21/41

Teacher survey

RESULTS


22/41

Romanian Lithuanian

Teacher survey

Lessons are mainly given

46%

31%

11%5% 7%

In the classroom

in other school

area

in nature

at the museums

other places


23/41

City setting will impact students

motivation.

45%

40%

10% 5%

very muchmuch

little

al all

Most teachers believe that non-

traditional places positively increase

students` learning motivation.


24/41

Best place for organizing an effective lesson

for the subject that they teach

52

2421

1815

128

0

10

20

30

40

50

60

70

80

90

100

classroom

school areanature

park

museum

church

librarytrip

other


25/41

In both countries, classroom is consideredthe perfect place for an ideal lesson.

Still, teachers are open to conceive good

lessons in nature and other places in the

city. Institutions in the city are also considered

as places suitable for organizing lessons in.

The most popular non traditional places for

learning according to the hierarchy areparks, museums and nature.

Best place for organizing an effective

lesson for the subject that they teach


26/41

SUBJECTS & PLACES

The most subjects identified is English language,biology, physics, primary school lessons, the

mother tongue language, art, history, religion,

music and biology

Museum Church

Park

Factory

Film/Theatre

Opera

Memorial houses

Streets

Library


27/41

Teachers methodological needs

In order to give lessons

methodologically teachers need

25%

21%21%14%

6%13%

good practice

information

team work

procedures

clarifying concepts

training course


28/41

The part of curriculum implemented in

non traditional places

47%

37%

16%formal curriculum

non-formal

curriculum

informal curriculum

In both countries, teachers highly relate

unconventional places like city places with

non-formal and informal curriculum

By the project teachers started to see

unconventional places like suitable for formal

curriculum also


29/41

Teachers` intention to develop

competencies10%

9%

29%

10%16%

26%

Communication

Evaluation

Curriculum

Professional development

Training students

STUDENTS` RESPONSES TO COMENIUS


30/41

STUDENTS RESPONSES TO COMENIUS

REGIO PROJECT "CITY AS A PLACE OF

LEARNING - WHERE LEARNING IS AN

ADVENTURE SURVEY

Target group of the students survey- 125 students

65 Romanian students65 Lithuanian students

coala cu clasele I-VIII nr. 87 "M. Botez-(10-12 years old)

coala cu clasele I-VIII nr. 112 Titan 12-14 years old

Liceul teoretic EugenLovinescu (13-15 years old)

Silavotas basic school-(10-12 years old)

Veiveriai Tomas Zilinskas gymnasium (13-15 years old)


31/41

Do students like learning?

37%

60%

3%love learning

sometimes likesometimes not

don`t like

Students opinion regarding

emotional and motivation involved

in their usual learning


32/41

Students opinion regarding

preferences of

educational settingsStudents like school when they

26%

22%13%

11%

14%

3% 11%

learn new interesting things

meet their classmates

learn in a cozy, beautiful classroomshave lessons outside the school

work in the classroom with a computer

work in the classroom with interactive whiteboard

artici ate in ro ect activities


33/41

Students` opinion about teachers`

practices in lessons

Teachers in the lessons

30%

51%

8%11%

encourage learning in groups

teach to search for the answers

use non-traditional methods

have lessons outside the school


34/41

Educational practices regarding

outdoor lessons

Have the students ever had a lesson

outside the school

68%

16%

16%

yes no I don`t know


35/41

Places where students like having

lessons in

20%

19%

12%18%

31%

in class at school in town

at the musem in nature


36/41

The assessement outside the school

25%

21%24%

30%

yes no sometimes I don`t know


37/41

CONCLUSIONS

Despite of significant differences betweenRomania and Lithuania (national, geographical,

cultural, linguistically, social, historical),

educational practices and

opinions regarding them are

surprisingly much similar in the

two countries at present,

both on teachers group and

students group


38/41

Both teachers and students in the two countries

agreed that it would be a plus under multiple

aspects to conceive and apply a methodology of

using unconventional places to teach normal

lessons for classes.

Almost all subjects and lessons can be taught in

unconventional places if a rigorous methodology

and a good interdisciplinary planning is done

Almost all subject teachers have such drafts of

lessons plans which they can give in

unconventional places

CONCLUSIONS


39/41

The lessons, teachers give to their students, mainly take

place in the classrooms and in other school area. Only

some lessons are given in non traditional spaces.

Most teachers believe that non traditional places

positively increase students` learning motivation.

The most popular non traditional places for learning

according to the hierarchy are parks, museums and

nature.

Most school subjects in non traditional places were

identified like: mother tongue language, communication,(Lithuanian, Romanian) English language teachers,

primary class teachers and physics teachers.

If teachers wish to organize such lessons,

methodologically, they would need good practice

examples, more information how to organize suchlessons and team work practice. Mostly non-formal

education plan is carried out in non traditional

educational places (at the museums, on the excursions).

Learning in non conventional areas increases, enhance

quality and efficiency of students learning.


40/41

In most cases teachers in order to be able to proceed professionally in

organizing lessons in the city, intends to improve curriculum, training

parents in the paradigm of the relation between school, and training

students` competencies.

The majority students sometimes enjoy learning.

Most students like school, where they discover new and interesting

things when they meet with classmates and learn in cozy, beautiful

classrooms.

Some of the surveyed students like learning in non-traditional learning

spaces.

The students state that teachers in the lessons mostly teach them tosearch for the answers. They are encouraged to learn in groups too.

Some teachers give lessons outside the school.

Students like lessons given in nature most of all.

Inlessons, which took place in non-traditional spaces, the students

remembered best local and national history facts, learned to know

nature, did some sport. Some of students state that teachers assess their activities in marks or

otherwise in lessons which are given outside the school. Part of

students do not know whether their activities are assessed.

Most of the students would like to have lessons in nature, have trips, sports.


41/41

Simona Luca

Mirela Beiu

Luminita Tanase

Renata Pavlaviien

Date post:	03-Apr-2018
Category:	Documents
Upload:	simona-luca
View:	221 times
Download:	0 times

Prezentare Conferinta Simonacomenius Regio Ccd Bucuresti- Prienai Lituania English

Documents