[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″ z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/2″][vc_empty_space][vc_single_image image=”7587″ img_size=”medium” qode_css_animation=””][vc_empty_space][vc_column_text]Projekto Nr. <\/strong>134648\u20132007\u2013IT\u2013COMENIUS\u2013CMP Project duration:<\/strong> 18 February 2008\u201330 November 2009<\/p>\n Project co-funder:<\/strong> EU program Erasmus+<\/p>\n Projekto coordinator:<\/strong> Associazione SEND (Italy)<\/p>\n Project partners:<\/strong><\/p>\n V\u0161\u012e \u0160iuolaikini\u0173 didaktik\u0173 centras (Lietuva) Project team<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n In recent years, numerous studies have indicated a significant decline in the number of students studying mathematics and the sciences. The way in which the sciences are taught in schools has been the primary contributing factor. Schools are encouraged to adopt more effective, research-based teaching methods and to actively promote the improvement of teacher qualifications and the creation of teacher networks. A better culture of teaching natural and exact sciences would help create a true knowledge society and a knowledge-based economy in the EU.<\/p>\n <\/p>\n National teacher training systems in European countries, both for initial training and professional development, are based on traditional, standardized models, often without taking into account the latest scientific advances and research, particularly in the teaching of natural and exact sciences. As a result, an opportunity is lost to respond to the challenges of the 21st<\/sup> century and to foster young people\u2019s interest in scientific ideas.<\/p>\n <\/p>\n The project aims to update teaching methods in the Science and Technology areas, with an emphasis on developing pedagogical competencies and enhancing students\u2019 motivation to learn. Numerous studies reveal that students are not adequately prepared to work in schools and present the subject matter to students in an accessible manner. The level of academic learning required of students in higher education is subsequently transferred to students in general education schools once they begin working there, without considering the need to rethink didactic methodology and instructional content. This contradiction highlights the need to develop prospective teachers\u2019 ability to link subject-specific competencies with pedagogical competencies and to teach students not only the subject matter but also the didactics of the subject.<\/p>\n <\/p>\n This project is build on the need to develop competences and knowledge in the educational field of the initial teacher education of secondary school teachers of science and technology areas with specific reference to the Pedagogical Content Knowledge (PCK) methodology.<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]To strengthen the teaching of scientific and technological areas in higher education institutions and general education schools, as well as to increase students\u2019 motivation and interest in natural and exact sciences, in the teaching of these subjects, and in scientific careers, and train future teachers in the application of these methods in schools.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]DIDACTIC MODULES<\/strong><\/p>\n The partner institutions developed teaching modules for physics, mathematics, and computer science programs. These modules were tested and evaluated during the student exchange (mobility) program in the spring semester of 2009.<\/p>\n The following modules have been developed: <\/p>\n MOBILITY PROGRAM<\/b><\/p>\n A four-week mobility program was organized, bringing together 60 future European teachers from the project\u2019s partner institutions. During the program, after an initial week of joint activities, participants were divided into subject groups and, under the guidance of a mentor, began classroom internships that involved testing the models developed locally. The overall aim of the mobility program is to incorporate a European dimension into teacher training. More specifically, the four weeks abroad will provide an opportunity to engage in discussions within an international working group \u2013 comprising \u201ccolleagues\u201d from six European countries \u2013 on science teaching methods and to test the European applicability of the PCK models developed with local groups.<\/p>\n <\/p>\n AN ASSESSMENT OF MOBILITY PROGRAM<\/strong><\/p>\n Under the guidance of the coordinating organization, which specializes in mobility projects in Europe, a quality model was developed to identify the key factors contributing to the success of the mobility experience and establish quality standards for it. The purpose of the quality modl \u2013 to establish standards that all partners must adhere to when organizing both incoming and outgoing mobility. This helped ensure that mobility experiences are as consistent as possible in terms of educational offerings, logistical services, and cultural aspects. The definition of standards were essential for evaluating the various experiences.<\/p>\n During the mobility program, students\u2019 reflections were recorded and analyzed. Students assessed their satisfaction with the program, their involvement in activities, opportunities to demonstrate their competencies as future teachers, their lesson preparation and delivery, and the experience they gained in schools by observing lessons and participating in scientific trials and experiments. Group cohesion, the activities of the host institution, and the organization of mobility were also evaluated.<\/p>\n Assessment report<\/strong> LT<\/a>, EN<\/a>[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1\/4″][vc_empty_space][vc_single_image image=”14656″ img_size=”large” style=”vc_box_shadow” qode_css_animation=””][vc_empty_space][\/vc_column_inner][vc_column_inner width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column_inner][\/vc_row_inner][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”12610″ img_size=”medium” qode_css_animation=””][vc_empty_space][\/vc_column][vc_column width=”3\/4″][vc_empty_space][vc_column_text]<\/p>\n The European Commission\u2019s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.<\/p>\n [\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":" [vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″ z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text] MIS \u2013 Docente Europeo: Move\u2019in Science [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/2″][vc_empty_space][vc_single_image image=”7587″ img_size=”medium” qode_css_animation=””][vc_empty_space][vc_column_text]Projekto Nr. 134648\u20132007\u2013IT\u2013COMENIUS\u2013CMP Project duration: 18 February 2008\u201330 November 2009 Project co-funder: EU program Erasmus+ Projekto coordinator: Associazione…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":911,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-14660","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14660","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/comments?post=14660"}],"version-history":[{"count":7,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14660\/revisions"}],"predecessor-version":[{"id":14706,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14660\/revisions\/14706"}],"up":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/911"}],"wp:attachment":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/media?parent=14660"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/strong><\/p>\n
\nUniversit\u00e0 di Palermo, Scuola Interuniversitaria Siciliana di Specializzazione per l\u2019Insegnamento Secondario (Italy)
\nUniverzita Komensk\u00e9ho, Fakulta matematiky, fyziky a informatiky v Bratislave (Slovakia)
\nRuhr-Universit\u00e4t Bochum – Fakult\u00e4t f\u00fcr Physik und Astronomie – Lehrstuhl f\u00fcr Fachdidaktik der Physik (Germany)
\nAndrei Saguna University (Romania)
\nArteveldehogeschool (Belgium)[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”7605″ img_size=”large” qode_css_animation=””][vc_column_text]<\/p>\nPROJECT RELEVANCE<\/h6>\n
PROJECT AIM<\/h6>\n
PROJECT OBJECTIVES<\/h6>\n
\n
PROJECT TARGET GROUPS<\/h6>\n
\n
PROJECT ACTIVITIES<\/h6>\n
\nMechanical waves: from observation to descriptive and interpretive models (SISSIS, University of Palermo, Italy)
\nMathematical mazes and card games as teaching tools (Comenius University in Bratislava, Slovakia)
\nIntroduction to the “fourth” state of matter: plasma (Ruhr University Bochum, Germany)
\nAtomic theory: from theory to conceptual experiments (Vilnius Pedagogical University)
\nAlternative teaching methods using conceptual illustrations and experiments with inexpensive materials (Artevelde University College, Belgium)<\/p>\nPROJECT INTELECTUAL OUTPUT<\/h6>\n
EU project Docente Europeo: Move\u2019in Science Handbook (2009)<\/h6>\n
PROJECT RESULTS<\/h6>\n
\n