04 Feb Prva STEM učna enota na OŠ Preska (also in EN)
Članice tima OŠ Preska smo izvedle prvo STEM učno enoto z naslovom ‘Je zelenjava lahko nadomestilo za plastiko’.
Skupaj z učenci smo razvijale prečni veščini reševanje problemov in sodelovanje. Izvedle smo jo učiteljice kemije, matematike, tehnike in tehnologije in fizike ter učiteljica razredničarka, ki je pokrivala področje čustev. Namen naše STEM učne enote je bil, da bi učenci vedeli, da lahko problem nerazgradljive plastike rešijo z izdelavo in uporabo biorazgradljive plastike iz škroba ali mleka.
STEM učno enoto smo izpeljali v okviru naravoslovnega dne (5 ur), ure kemije (1 ura) in dveh ur tehnike in tehnologije preko aplikacije ZOOM.
Formativno smo prvo STEM učno enoto spremljali z naslednjimi digitalnimi orodji: Padlet, Mentimeter, Google Drive (Google document, Google forms) in Flipgrid. Navodila in povezave do aplikacijo so imeli učenci v šolski moodle spletni učilnici.
Učenci so reševali problem s sodelovanjem v naslednjih dejavnostih: ogled videoposnetka in prepoznavanje problema, izbor problema, iskanje informacij za rešitev problema, sooblikovanje kriterijev uspešnosti izdelka (biorazgradljiv krožniček), načrtovanje izdelave biorazgradljivega krožnička, samovrednotenje in medvrstniška povratna informacija na sodelovanje, vprašalnik počutja v skupini, izdelovanje biorazgradljivega krožnička, vrednotenje izdelka na posnetih filmčkih v skladu s kriteriji uspešnosti izdelka, diskusija o tem ali je bila izbrana rešitev dobra ali slaba, oblikovanje kriterijev uspešnosti reševanja problema in samovrednotenje reševanja problema.
Izpostavili bi pozitivno izkušnjo pri uporabi sob v aplikaciji ZOOM za skupinsko delo. Kot dobro se je izkazalo tudi oblikovanje osme sobe v kateri smo bili vsi sodelujoči učitelji in spremljali delo učencev s pomočjo aplikacij v katere so skupine pisale/vlagale dokaze reševanja problema. V sobe v katerih so bile skupine učencev smo intervenirale le z namenom spodbude in tehnične podpore.
English translation
Members of the Preska Primary School team conducted the first STEM learning unit entitled “Can vegetables be a substitute for plastic”.
We worked with students to develop transversal problem-solving skills and collaboration. It was delivered by teachers from Chemistry, Maths, Engineering and Technology and Physics as well as a class teacher who covered Emotions. The purpose of our STEM learning unit was to teach students that the problem of non-degradable plastics can be solved by making and using biodegradable plastics from starch or milk.
The STEM learning unit was conducted as part of a science day (5 hours), a chemistry lesson (1 hour) and two hours of engineering and technology on the application ZOOM.
Formatively, we accompanied the first STEM learning unit with the following digital tools: Padlet, Mentimeter, Google Drive (Google document, Google forms), and Flipgrid. Instructions and links to the app were provided to students in the school’s online classroom Moodle.
Students solved the problem by participating in the following activities: watching a video and identifying the problem, selecting a problem, finding information to solve the problem, collaboratively creating product performance criteria (biodegradable plate), planning to make a biodegradable plate, self-assessment and peer feedback on participation, wellness questionnaire group, making a biodegradable plate, evaluating the product on recorded film according to the product performance criteria, discussing whether the chosen solution was good or bad, creating problem-solving performance criteria, and self-assessing the problem solution.
The positive experience of using rooms in the app ZOOM for group work should be highlighted. The design of the eighth room, where all participating teachers monitored students’ work using apps in which groups wrote/uploaded evidence to solve the problem, also proved to be good. We intervened in the rooms where the student groups were only for the purpose of encouragement and technical support.