Nauczanie przedmiotów przyrodniczych w Polsce – diagnoza i wyzwania

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Urszula Poziomek Studia BAS 2 2022.pdf (494.4 KB)
Authors
Poziomek, Urszula
Date
2022-08
Journal Title
Journal ISSN
Volume Title
Publisher
Biuro Analiz Sejmowych
License
Creative Commons License
Creative Commons Attribution 3.0 Poland License
Abstract
The article presents science education in Poland in the context of shaping and developing problem-solving skills by applying rational solutions to the research method, using ICT as well as communicating and collaborating in a group. The paper describes the following aspects: organisation of teaching science subjects ISCED 1, ISCED 2 and ISCED 3 and provisions of the core curriculum for these subjects according to the skills mentioned above; preferences of science teachers regarding the forms and methods of working with students; results of both: science subjects matriculation exams and TIMSS 2019 and PISA 2018 international surveys on science knowledge and skills. At the end of the article, conclusions and recommendations are formulated that can improve science education in Polish schools.
Description
Keywords
science education    science subjects    matriculation exam    PISA 2018    TIMSS 2019    teachers    research method    research skills    social competences
edukacja przyrodnicza    przedmioty przyrodnicze    egzamin maturalny    PISA 2018    TIMSS 2019    nauczyciele    metoda badawcza    umiejętności badawcze    kompetencje społeczne
Citation
Poziomek, U. (2022). Nauczanie przedmiotów przyrodniczych w Polsce – diagnoza i wyzwania, Studia BAS, 2(70), 119–146. https://doi.org/10.31268/StudiaBAS.2022.15.
URI
https://depot.ceon.pl/handle/123456789/21567
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Artykuły / Articles