THE ICT-SUPPORTED PROCESS
OF FORMING LEARNERS´
COMPETENCES IN NATURAL
SCIENCE/CHEMISTRY
Martin Bílek
Department of Chemistry, Faculty of Science, University
of Hradec Králové, Czech Republic
Department of Chemistry, Faculty of Natural Sciences,
Constantine the Philosopher University in Nitra, Slovakia
Hradec Králové, CZ
Nitra, SK
Curriculum Inovation

Interest
– What is my interest?; What I want to learn about?
What I will need?

Context
– ideal (school), application, society, life

Content
– standards (?), RVP (?), tradition (!), new topics

Competences
– Scientific literacy, science activities
Interest: Project ROSE

Natural science school subjects are interesting
+

I would like more natural sciences in the school

Thanks science and technology will increase
possibilities and opportunities for next generation
–
+

Science and Technology help to poor people
–
Context: Projekt ROSE
(J. Lavonen, 2006)
Ideal (school) context (more answers (-),
more negative at girls)
 Application context (technology) (big
differences between boys (+) and girls ()
 Social context (different preferences)
 Human context (without clear
preferences)

Content of natural science
subjects






Two level curriculum approach
Core curriculum (guidelines)
No prescribed subjects but educational areas
Man and Nature (Phy, Che, Bio, Geo)
School curriculum as own product
Challenges for new approaches (integration,
project instruction, relations with environment
etc.)
Competences (key)
 Learning
competence;
 Problem solving competence;
 Communication competence;
 Social and personal
competences;
 Citizen competence;
 Working competence.
Main competences for area
Man and Nature




Inquiry of nature facts and phenomena and
their relations with using of empirical
(observation, measuring, experiment) and
theoretical (modelling) methods of thinking
and working,
Formulation of question about nature
phenomena and their processes and answers
searching
Formulation of hypothesis and their
verification
Etc.
Methodological approach supported by ICT
(Hellberg and Bílek, 1996)
Competences in activities
Observing and Measuring
 Comparing and Ordering
 Exploring and Experimentation
 Foreseeing and Verification
 Discussion and Interpretation
 Modelling and Mathematization
 Searching and Communication

Registration of values of the measured item
in time-intervals
“Pyrosis“ (Rennie – Tums – Gastrogel)
The single-step mode measurements =
a step-by-step registration of values
within one experiment
 within a set of analysed samples
 within the set of experiments

The single-step mode measurements
within a set of samples
Acidity scale of kitchen samples – miniproject
The single-step mode measurements
within the set of experiments
Method of isomolar series (NaOH + HCl)
Competences in activities
Observing and Measuring
 Comparing and Ordering
 Exploring and Experimentation
 Foreseeing and Verification
 Discussion and Interpretation
 Modelling and Mathematization
 Searching and Communication

Prognosing and Verification
Competences in activities
Observing and Measuring
 Comparing and Ordering
 Exploring and Experimentation
 Foreseeing and Verification
 Discussion and Interpretation
 Modelling and Mathematization
 Searching and Communication

Chemical compound DHMO
(Dihydrogenmonooxid)

DHMO is chemical compound using as solution means in
chemical industry and raw material for different applications
(dyes, cooling means etc.) In the big amount it can be deadly. It
has next negative effects:
–
–
–
–
–
It causes emission of sweat and throwing up,
It is main part of acid rain,
It causes erosion,
It causes lower effectivity of brakes in the cars,
etc.
100
80
60
40
20
0


Forbid
Permit
I dont know
In the survey among people (n = 100) was resulted opinions on
the graph.
What is Your oppinion about this chemical compound?
H2O
Thank You for Your attention!
martin.bilek@uhk.cz