Gesundheit
& Verbraucher
Slovakia (1) - 2012
Hands-On Project - project methods
A. Basic information
Country:
Slovakia
Title of initiative:
[SK] Projekt Vyhrňme si rukávy
[EN] Hands-On Project - project
Coordinator/
Organization:
Faculty of Education of Trnava University
Key competences
addressed:
The initiative addresses all the key competences listed in the 2006
European Parliament’s Recommendation on key competences for
lifelong learning, especially:
- metódy
methods
∙∙ basic competences in science and technology
∙∙ transversal skills, particularly problem solving and decision-taking
Type of initiative and
channels used for
implementation (e.g.
curriculum reform
introduced through
legislation etc.)
The initiative was the subject of a pilot project from 2004-2008.
This was a joint project of the Slovak National Institute for Education and the Faculty of Education of Trnava University.
Partners:
∙∙ T
he Slovak National Institute for Education (guarantor of evaluation of the pilot project)
∙∙ Vančurova Primary School in Trnava
∙∙ Atomova Primary School in Trnava
∙∙ K Mahra Primary School in Trnava
Scope:
(student/teacher/school level; local/regional/national)
Regional primary schools
Learning context:
(formal or non-formal)
Formal learning
School education level/s:
(primary, lower secondary,
upper secondary)
Primary and lower secondary
Target groups:
Students and teachers
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Time frame:
(start and end date)
After the conclusion of the pilot project in 2008 the project methods are currently being used in primary schools.
Relevant links:
∙∙ Fibonacci Project: http://fibonacci.truni.sk/
∙∙ D
epartment of Chemistry, University of Trnava Faculty of Education: http://katchem.truni.sk/
∙∙ La main à la pâte programme, Slovakia: http://pdf.truni.sk/vsr/
∙∙ V
ančurova Primary School: http://zsvancurovatt.edupage.org/
text/?text=text/text2&subpage=5&
∙∙ K
Mahra Primary School Educational Programme: http://zskmahratt.edupage.org/files/primarne_PR(1).pdf
∙∙ K
Mahra Primary School: http://zskmahratt.edupage.org/album/?
∙∙ F
ibonacci Project at the Department of Chemistry, University of
Trnava Faculty of Education: http://pdf.truni.sk/katedry/kch/
aktivity?projekt-fibonacci
http://keyconet.eun.org
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B. SUmmary
The methods of Project Hands-On develop basic competences in science and technology.
The project is based on a constructivist approach, which starts from assumption that
children have some knowledge about the world they come into contact with, with the teacher
acting as a facilitator in this process.
Through this process students have the chance:
• t o build on their previous experience and knowledge and to connect these with new
experiences and information in order to construct their own knowledge (to create concepts),
• t o express their own opinions, to ask questions, to learn how to look at and define scientific
problem that they will examine,
• t o define assumptions (hypotheses) individually or in a group, to find and suggest
procedures for proving these assumptions,
• t o discuss their own concepts, findings and thoughts with classmates in a group, with a
teacher or with an expert researcher in the field in question (from the Slovak Academy for
Sciences and other research institutes),
• t o verify their conclusions using literature or again discuss them with experts and record
them using graphics,
• t o present their findings in a classroom to their peers, interpret findings and conclusions
and compare to those of others.
• t o develop their own skills of communication, critical thinking, ability to cooperate and
problem solving (transversal skill: learning how to learn),
• t o create a positive social environment in cooperation with others in the classroom,
• t o involve experts from the scientific community and parents in the teaching process.
http://keyconet.eun.org
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C. In depth information
Rationale/contextual background/motivation for introducing the initiative/reform:
The project was originally carried out within the framework of Slovak-French cooperation
between selected primary schools at primary level. The pilot project focused on the implementation of scientific methods into natural science classes. Elements of the project are
openness toward scientific institutions, changing the teacher-student role in the teaching
process and the development of competences.
Objectives:
The main objective of the project is to motivate students to use scientific methods in practical scientific work and thus increase their interest in natural science subjects.
Dimensions targeted by the initiative/reform (e.g. student curriculum, assessment, initial/
in-service teacher education, school autonomy etc.):
The project is used in natural science teaching in primary schools. Teachers are trained in a biennial accredited educational programme at the Department of Education of Trnava University.
Overall approach (e.g. holistic – existence of an overarching strategy, or targeted approach focusing on a specific dimension etc.):
The targeted approach of the initiative focuses on students’ use of scientific processes in natural science learning.
http://keyconet.eun.org
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Detailed explanation of the key competence/s concerned:
The use of a constructivist approach, active teaching and scientific methods enables a steady
development of all the key competences listed in the 2006 European Parliament’s Recommendation on key competences for lifelong learning, especially learning to learn and basic
competences in science and technology. Students learn to:
∙∙ e xpress their own opinions, ask questions, learn how to look at and define scientific problem that they will examine,
∙∙ d
efine assumptions (hypotheses) individually or in a group, find and suggest procedures
for proving these assumptions,
∙∙ d
iscuss their own concepts, findings and thoughts with classmates in a group, with a
teacher or with an expert researcher in the field in question (from the Slovak Academy for
Sciences and other research institutes),
∙∙ v erify their conclusions using literature or again discuss them with experts and record
them using graphics,
∙∙ p
resent their findings in a classroom to their peers, interpret findings and conclusions and
compare to those of others.
The project enables the development of non-cognitive elements in the learning process: the
development of students’ personal and social skills (communicative skills, critical thinking,
cooperative skills, problem solving and the transversal skill learning to learn). It also enables
the direct involvement of scientific experts and parents in the teaching process.
Specific subjects concerned or cross-curricular approach:
A cross-curricular approach is used, with a focus on natural science subjects.
How the initiative/reform is being implemented (e.g. process followed, political commitment,
consultation with stakeholders and their respective roles, incentives for stakeholders, dedicated
funding, teaching material, definition of goals and standards, assessment and evaluation mechanisms, impact on teacher training/professional development and school practices/leadership,
scaling-up approach, based on research/evidence? etc.):
The project is implemented through the interest of individual teachers and through educational
activities of the Faculty of Education of Trnava University. It is supported by the Department of
Education of the City of Trnava.
Present stage/phase of implementation:
The program methods are used mainly by teachers in the first years of primary education. Accredited learning materials are available for teachers but additional systematic
support from the state is needed for wider implementation.
http://keyconet.eun.org
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Pedagogical issues (issues related to how key competences are being taught to students and how
are teachers being prepared to teach them):
A constructivist approach is used. Students build on their previous experience and knowledge and connect these with new experiences and information in order to construct their
own knowledge (to create concepts).
What works well (to identify enablers):
A dissemination of project methods through the analysis of direct observation in the classroom followed by targeted training of teachers in these scientific methods.
Challenges and how these are being addressed (to identify obstacles and solutions):
Complex systematic support from the state is needed, along with financial support, as the
project requires a lot of material to enable students to carry out scientific work and experiments.
Monitoring & evaluation so far/planned, and which methods are being used (e.g. internal/
external quality assurance, inspection, national assessments, international tests, self-evaluation,
formative or summative evaluations):
This programme and its methods have been subject to evaluation by the National Institute
for Education of the 4-year pilot phase. The standard evaluation was provided by the state
school inspectorate or national monitoring projects.
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Impact (e.g. any planned impact assessment?):
A visit to schools working with the project and a workshop to provide a platform for the exchange of experiences are planned.
Communication of the initiative/dissemination of outputs and activities:
The initiative is disseminated through the publication of methodological materials via the
websites of organisers and project partners, the organisation of open teaching followed by an
analysis of the learning units and through educational activities etc.
Next steps/follow-up:
The planned catalogue of proven innovative teaching methods, which will be an open document that is continuously updated with innovative pedagogical methods or educational
models and programmes, will include the methods of this programme. This will provide
teachers with free access to information and methodological documents and should enhance
a further systematic implementation of the programme. Teachers will also find opportunities
for accredited training in this catalogue.
The KEYCONET project has been funded with support from the Lifelong Learning Programme of the European Commission. Responsibility for this publication lies solely with the author, and the Commission is not responsible for any use
which may be made of the information contained therein.
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