{"id":8059,"date":"2018-11-01T04:00:33","date_gmt":"2018-11-01T02:00:33","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=8059"},"modified":"2018-10-30T09:03:44","modified_gmt":"2018-10-30T07:03:44","slug":"forma-cu-fond-axarea-in-procesul-educational-pe-concepte-prag-competente-pentru-secolul-xxi-si-exemple-din-cotidian","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/forma-cu-fond-axarea-in-procesul-educational-pe-concepte-prag-competente-pentru-secolul-xxi-si-exemple-din-cotidian","title":{"rendered":"Form\u0103 CU fond: axarea \u00een procesul educa\u021bional pe concepte prag, competen\u021be pentru secolul XXI \u0219i exemple din cotidian"},"content":{"rendered":"<p>\u00cen acest articol, propun cadrelor didactice din Rom\u00e2nia un concept de program educa\u021bional \u00een care focalizarea \u00een procesul de predare-\u00eenv\u0103\u021bare s\u0103 fie pe conceptele prag specifice unei discipline, pe dezvoltarea abilit\u0103\u021bilor pentru secolul XXI \u0219i pe folosirea exemplelor relevante din via\u021ba de zi cu zi. O astfel de abordare ar crea cadrul \u00een care elevii ar putea \u00een\u021belege no\u021biunile fundamentale specifice unei discipline, \u0219i-ar putea dezvolta g\u00e2ndirea specific\u0103 acelei discipline \u0219i ar putea fi preg\u0103ti\u021bi pentru profesie \u0219i via\u021b\u0103.<!--more--><\/p>\n<p>De\u015fi mul\u021bi elevi din Rom\u00e2nia sunt olimpici na\u021bionali sau interna\u021bionali la diferite materii, la polul opus exist\u0103 elevi care nu de\u0163in cuno\u1e63tin\u0163e de baz\u0103 la diferite materii \u015fi nu se pot angaja \u00een procese de g\u00e2ndire de ordin superior.<\/p>\n<p><strong>Conceptele prag<\/strong> (<em>threshold concepts<\/em>) au fost introduse de Mayer \u0219i Land \u00een 2003. Sunt definite ca fiind setul de reguli, principii \u0219i modele care sunt specifice unei discipline. Conceptele prag nu sunt cele mai accesibile concepte, \u00eens\u0103 odat\u0103 achizi\u0163ionate, deschid un nou unives al \u00een\u021belegerii. Aceste concepte pot fi asimilate cu o \u2018poart\u0103\u2019 c\u0103tre un nou mod, chiar nivel, al \u00een\u021belegerii dintr-o disciplin\u0103. \u020an\u0163elegerea conceptelor prag dintr-o disciplin\u0103 ar permite elevilor \u015fi studen\u0163ilor s\u0103-\u015fi formeze g\u0203ndirea specific\u0103 unei discipline, de exemplu &#8211; g\u0203ndirea specific\u0103 unui chimist, g\u0203ndirea specific\u0103 unui economist, etc. Meyer \u0219i Land au descris conceptele prag ca av\u00e2nd urm\u0103toarele caracteristici:<\/p>\n<ul>\n<li><strong>Transformative<\/strong>: determin\u0103 o schimbare \u00een percep\u021bie<\/li>\n<li><strong>Ireversibile<\/strong>: se consider\u0103 c\u0103 odat\u0103 dob\u00e2ndite, aceste concepte nu pot fi uitate<\/li>\n<li><strong>Integrative<\/strong>: prin \u00een\u021belegerea conceptelor prag, elevii pot face conexiuni pe care anterior nu le-ar fi putut efectua<\/li>\n<li><strong>\u00cengr\u0103dite<\/strong>: au \u201efrontiere\u201d la grani\u021ba cu alte arii conceptuale<\/li>\n<li><strong>Dificile<\/strong>: la prima vedere sunt greu de achizi\u021bionat, sau sunt \u00eempotriva sensului comun de \u00een\u021belegere.<\/li>\n<\/ul>\n<p>Exemple de concepte prag:<\/p>\n<ul>\n<li>la<strong> chimie<\/strong>: atomicitate, mol, orbital, legea ideal\u0103 a gazelor, tabelul periodic al elementelor, configura\u0163ie electronic\u0103, leg\u0103turi chimice, echilibru chimic, comportament electronic.<\/li>\n<li>la<strong> biologie<\/strong>: energie, varia\u0163ie, probabilitate, ra\u0163ionament \u00een ceea ce prive\u015fte propor\u0163ionalitatea, sc\u0103ri temporale \u015fi spa\u0163iale, g\u0203ndirea la nivel submicroscopic.<\/li>\n<li>la <strong>fizic\u0103<\/strong>: prima lege de mi\u015fcare a lui Newton, incertitudinea m\u0103sur\u0103torilor.<\/li>\n<li>la <strong>matematic\u0103<\/strong>: limite, func\u0163ii.<\/li>\n<\/ul>\n<p>Un curriculum degajat, focalizat \u00een principal pe conceptele cheie \u015fi \/ sau pe conceptele prag dintr-o disciplin\u0103, ar permite \u00een\u021belegerea no\u021biunilor esen\u021biale specifice acelei discipline, precum \u0219i \u00een\u021belegerea \u00een profunzime a disciplinei.[i] Mai mult, \u00eentelegerea conceptelor prag specifice unei discipline reduce posibilitatea apari\u0163iei \u015fi persisten\u0163ei interpret\u0103rilor eronate.<\/p>\n<p>Harrison \u015fi \u015eerb\u0103nescu (2017) propun exemple de <strong>metode de predare-\u00eenv\u0103\u0163are<\/strong> care pot fi utilizate atunci c\u0203nd procesul educa\u0163ional este focalizat pe dob\u0203ndirea conceptelor prag la ora de fizic\u0103: \u00eenv\u0103\u0163area prin descoperire ghidat\u0103, modelul ciclic de \u00eenv\u0103\u0163are prin investiga\u0163ie (<em>inquiry<\/em>), combinarea cursului, seminarului \u015fi laboratorului. Toate aceste metode sunt metode de predare-\u00eenv\u0103\u0163are activizante, elevul sau studentul fiind \u00een aceste cazuri implicat activ \u00een \u00eenv\u0103\u0163are.<\/p>\n<p>Implementarea \u00een institu\u0163ii din Australia a unui curriculum focalizat pe concepte prag a ob\u021binut un feedback pozitiv din partea profesorilor. Cu toate acestea, efectul aplic\u0103rii unui astfel de curriculum asupra \u00eenv\u0103\u021b\u0103rii elevilor r\u0103m\u00e2ne s\u0103 fie investigat \u00een detaliu (Rodger <em>et al.<\/em>, 2015).<\/p>\n<p>Pe de alt\u0103 parte, <strong>competen\u021bele pentru secolul XXI<\/strong> sunt pivotale pentru ob\u021binerea \u0219i men\u021binerea unui loc de munc\u0103 \u0219i pentru a tr\u0103i \u00een zilele noastre. Alian\u0163a pentru educa\u021bia pentru \u00eenv\u0103\u0163area \u00een secolul XXI (Partnership for 21st century learning, P21, <a href=\"http:\/\/www.p21.org\" target=\"_blank\" rel=\"noopener\">www.p21.org<\/a>) a fost \u00eenfiin\u021bat\u0103 \u00een 2002 cu scopul de a stabili cadrul conceptual pentru competen\u021bele pentru secolul XXI. Aceste competen\u021be au fost grupate \u00een jurul a trei axe: competen\u021be de \u00eenv\u0103\u021bare \u0219i inovare, competen\u021be digitale, competen\u021be pentru carier\u0103 \u0219i via\u021b\u0103.<\/p>\n<p>a) <em>Competen\u021be de \u00eenv\u0103\u021bare \u0219i inovare <\/em><\/p>\n<ul>\n<li>Competen\u021be specifice diferitelor materii<\/li>\n<li>G\u00e2ndirea critic\u0103 \u0219i rezolvarea de probleme<\/li>\n<li>Comunicare \u0219i colaborare<\/li>\n<li>Creativitate \u0219i inova\u021bie<\/li>\n<\/ul>\n<p>b) <em>Competen\u021be digitale<\/em><\/p>\n<ul>\n<li>Cultur\u0103 informa\u021bional\u0103<\/li>\n<li>Competen\u021be media<\/li>\n<li>Competen\u021be tehnologice<\/li>\n<\/ul>\n<p>c) <em>Competen\u021be pentru via\u021b\u0103 \u0219i carier\u0103<\/em><\/p>\n<ul>\n<li>Flexibilitate \u0219i adaptabilitate<\/li>\n<li>Ini\u021biativ\u0103 \u0219i autocoordonare<\/li>\n<li>Interac\u021biune social\u0103 \u0219i transcultural\u0103<\/li>\n<li>Productivitate \u0219i responsabilitate<\/li>\n<li>Abilit\u0103\u021bi de conducere<\/li>\n<\/ul>\n<p>Competen\u021bele pentru secolul XXI pot fi dob\u0203ndite atunci c\u00e2nd se folosesc metode de predare-\u00eenv\u0103\u0163are activizante la clas\u0103. De exemplu, folosirea urm\u0103toarelor <strong>metode de predare-\u00eenv\u0103\u021bare <\/strong>\u00eencurajeaz\u0103 dezvoltarea g\u00e2ndirii critice: dialogul Socratic, activit\u0103\u021bi de \u00eenv\u0103\u0163are \u00een grup, modelul ciclic de \u00eenv\u0103\u021bare prin investiga\u021bie (<em>inquiry<\/em>), etc. \u00cen Australia s-a propus un curriculum pentru Chimie pentru clasa a XI-a, pentru anul 2019, \u00een care abilit\u0103\u021bile pentru secolul XXI sunt clar definite ca \u0219i abilit\u0103\u021bi pe care elevii trebuie s\u0103 le dob\u00e2ndeasc\u0103 \u00een cadrul studiilor liceale.<\/p>\n<p>Folosirea la clas\u0103 a exemplelor relevante din via\u021ba de zi cu zi ar facilita accesibilizarea no\u021biunilor, multe no\u021biuni studiate fiind percepute de elevi ca fiind abstracte. Mai mult, unele date empirice (Fechner<em> et al.<\/em>, 2016) arat\u0103 c\u0103 \u00eenv\u0103\u021barea \u00een context are un efect pozitiv asupra atitudinii elevilor fa\u0163\u0103 de materia de studiat.<\/p>\n<p>Un program educa\u021bional care s\u0103 aib\u0103 ca obiective:<\/p>\n<ol>\n<li>dezvoltarea cuno\u0219tin\u021belor dintr-un domeniu prin focalizarea la ore pe conceptele cheie \u015fi\/ sau pe conceptele prag dintr-o disciplin\u0103, precum \u015fi folosirea \u00eenv\u0103\u021b\u0103rii \u00een context,<\/li>\n<li>dezvoltarea competen\u021belor pentru secolul XXI,<\/li>\n<\/ol>\n<p>poate avea ca rezultat \u00eembun\u0103t\u0103\u0163irea rezultatelor \u015fcolare ale elevilor.<\/p>\n<p>Alinierea real\u0103 dintre curriculum propus, activitatea didactic\u0103 \u0219i evaluarea elevilor sunt pivotale pentru implementarea eficient\u0103 a unui astfel de program educa\u021bional.<\/p>\n<hr \/>\n<p><span class=\"m_1797160953259198131MsoEndnoteReference\">[i]<\/span>\u00a0<i><span lang=\"EN-US\">Nota bene<\/span><\/i><span lang=\"EN-US\">:\u00a0<b>Nu\u00a0<\/b>toate conceptele cheie dintr-o disciplin\u0103 sunt \u015fi concepte prag.<\/span><\/p>\n<p><em><strong>Referin\u021be:<\/strong><\/em><\/p>\n<ul>\n<li>Breen, S., O\u2019Shea, A. (2016). Threshold Concepts and Undergraduate Mathematics Teaching. <em>PRIMUS, Problems, Resources, and Issues in Mathematics Undergraduate Studies, 26<\/em>(9).<\/li>\n<li>Fechner, S., van Vorst, H., K\u00f6lbach, E., &amp; Sumfleth, E. (2016). It\u2019s the situation that matters: Affective involvement in context-oriented learning tasks. In M. Kahveci &amp; M. Orgill (Eds.), <em>Affective dimensions in chemistry education<\/em> (pp. 159\u2013176). Berlin: Springer.<\/li>\n<li>Harrison, D. M., \u015eerb\u0103nescu, R. (2017). Threshold Concepts in Physics. <em>Practice and Evidence of Scholarship of Teaching and Learning in Higher Education. Special Issue: Threshold Concepts and Conceptual Difficulty, 12<\/em> (2), 352-377.<\/li>\n<li>Meyer, J.H.F., Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines, in Rust, C. (ed.), <em>Improving Student Learning: Improving Student Learning Theory and Practice \u2013 Ten Years On<\/em>. Oxford: Oxford Centre for Staff and Learning Development.<\/li>\n<li>Queensland Curriculum &amp; Assessment Authority (2018), <em>Chemistry 2019 v1.3. General Senior Syllabus<\/em>, accesat la data de 22 septembrie 2018: <a href=\"https:\/\/www.qcaa.qld.edu.au\/downloads\/portal\/syllabuses\/snr_chemistry_19_syll.pdf\">www.qcaa.qld.edu.au\/downloads\/portal\/syllabuses\/snr_chemistry_19_syll.pdf<\/a><\/li>\n<li>Rodger, S., Turpin, M., O\u2019Brien, M. (2015). Experiences of academic staff in using threshold concepts within a reformed curriculum. <em>Studies in Higher Education<\/em>, <em>40<\/em> (4), 545-560.<\/li>\n<li>Ross, P. M., Taylor, C. E., Hughes, C., Kofod, M., Whitaker, N., Lutze-Mann, L., Tzioumis, V. (2010). Threshold concepts: challenging the way we think, teach and learn in biology. In: <em>Threshold Concepts and Transformational Learning<\/em>, ed. J.H.F. Meyer, R. Land, and C. Baillie, Rotterdam, The Netherlands: Sense Publishers, pp.165\u2013177.<\/li>\n<li>Timofte, R. S. (2015). Threshold concepts approach to curriculum development: a missing piece in Chemistry students\u2019 retention puzzle? <em>PedActa<\/em>. <em>5<\/em>(2), 83-90.<\/li>\n<li>Timofte, R. S. (2018). <em>Critical thinking: a primer for Chemistry teachers and academics<\/em>. Cluj-Napoca, RO: Presa Universitar\u0103 Clujean\u0103.<\/li>\n<li>Trilling, B., &amp; Fadel, C. (2009). <em>21st century skills: Learning for life in our times<\/em>. San Francisco, CA, US: Jossey-Bass.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>\u00cen acest articol, propun cadrelor didactice din Rom\u00e2nia un concept de program educa\u021bional \u00een care focalizarea \u00een procesul de predare-\u00eenv\u0103\u021bare s\u0103 fie pe conceptele prag specifice unei discipline, pe dezvoltarea abilit\u0103\u021bilor pentru secolul XXI \u0219i pe folosirea exemplelor relevante din &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/forma-cu-fond-axarea-in-procesul-educational-pe-concepte-prag-competente-pentru-secolul-xxi-si-exemple-din-cotidian\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[778],"tags":[821],"class_list":["post-8059","post","type-post","status-publish","format-standard","hentry","category-metode-didactice","tag-roxana-timofte"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8059","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=8059"}],"version-history":[{"count":5,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8059\/revisions"}],"predecessor-version":[{"id":8065,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/8059\/revisions\/8065"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=8059"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=8059"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=8059"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}