http___www.jobstem.eu_novosti-1__1.xml
1.1 2.1 2.2 2.3 2.4 2.5 3.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 5.1 6.1 7.1 7.2 8.1 9.1 10.1 11.1 11.2 12.1 13.1 14.1 14.2 15.1 16.1 17.1 17.2 18.1 19.1 19.2 20.1 21.1 21.2 22.1 23.1 24.1 24.2 25.1 26.1 27.1 28.1 29.1 30.1 31.1 32.1 32.2 33.1 34.1 34.2 35.1 36.1 37.1 38.1 39.1 40.1 41.1 42.1 43.1 43.2 44.1 45.1 46.1 47.1 48.1 49.1 50.1 50.2 51.1 51.2 52.1 53.1 53.2 54.1 55.1 56.1 57.1 58.1 58.2 59.1 60.1 61.1 62.1 63.1 64.1 65.1 66.1 67.1 68.1 69.1 69.2 70.1 71.1 72.1 73.1 74.1 75.1 76.1 77.1 78.1 79.1 79.2 80.1 81.1 82.1 83.1 84.1 85.1 86.1 86.2 87.1 88.1 88.2 89.1 90.1 91.1 91.2 92.1 93.1 94.1 95.1 96.1 97.1 98.1 98.2 99.1 100.1 100.2 101.1 102.1 103.1 104.1 105.1 106.1 107.1 108.1 108.2 109.1 110.1 111.1 112.1 113.1 114.1 115.1 116.1 117.1 118.1 119.1 120.1 120.2 121.1 122.1 122.2 123.1 124.1 124.2 125.1 126.1 127.1 128.1 129.1 130.1 131.1 132.1 133.1 134.1 135.1 136.1 137.1 137.2 138.1 139.1 140.1 140.2 141.1 142.1 143.1 144.1 145.1 146.1 147.1 147.2 148.1 149.1 150.1 151.1 151.2 152.1 152.2 153.1 154.1 154.2 155.1 156.1 157.1 157.2 158.1 159.1 160.1 161.1 161.2 161.3 162.1 162.2 162.3 162.4 163.1 163.2 164.1 165.1 166.1 166.2 167.1 168.1 168.2 169.1 170.1 170.2 171.1 172.1 172.2 173.1 174.1 175.1 175.2 175.3 175.4 176.1 176.2 177.1 177.2 178.1 178.2 179.1 180.1 181.1 182.1 183.1 183.2 184.1 185.1 186.1 187.1 187.2 187.3 188.1 189.1 190.1 190.2 191.1 192.1 193.1 194.1 195.1 196.1 197.1 197.2 198.1 199.1 199.2 200.1 201.1 202.1 203.1 204.1 205.1 206.1 207.1 208.1 209.1 210.1 211.1 212.1 212.2 213.1 213.2 214.1 215.1 216.1 217.1 217.2 218.1 219.1 219.2 220.1 221.1 221.2 222.1 223.1 223.2 224.1 225.1 225.2 226.1 227.1 228.1 229.1 230.1 231.1 232.1 232.2 233.1 234.1 234.2 235.1 236.1 237.1 238.1 239.1 240.1 241.1 242.1 243.1 244.1 245.1 246.1 246.2 247.1 248.1 249.1 250.1 251.1 252.1 253.1 253.2 254.1 255.1 256.1 257.1 258.1 259.1 259.2 260.1 261.1 262.1 263.1 263.2 264.1 265.1 266.1 267.1 268.1 269.1 269.2 270.1 271.1 272.1 272.2 273.1 274.1 275.1 276.1 277.1 278.1 278.2 279.1 280.1 281.1 282.1 282.2 282.3 282.4 282.5 282.6 282.7 283.1 284.1 284.2 285.1 286.1 287.1 287.2 288.1 289.1 290.1 291.1 292.1 293.1 294.1 295.1 296.1 296.2 297.1 298.1 299.1 300.1 301.1 302.1 303.1 303.2 304.1 305.1 306.1 307.1 308.1 309.1 310.1 311.1 312.1 315.1 316.1 317.1 317.2 318.1 319.1 320.1 321.1 322.1 324.1 325.1 325.2 325.3
Projects JOBSTEM and "Be STEMpatic!" presented at Scientix conference in Brussels At the invitation of the European Commission and Scientix, a European network that coordinates activities in STEM field and education, JOBSTEM project leader, prof. Josip Burusic, was invited to present the activities of two projects that he leads in a selective meeting that brings together key actors and projects in this area. Professor Burusic had the opportunity to present the JOBSTEM project, which is the first Croatian scientifically reviewed project in the STEM area and "Be STEMpatic!" - a project aimed at developing a model of recognition and work with STEM gifted students, which is conducted in cooperation with Virovitica-Podravina County. At a meeting held from 4 to 6 May at the EU headquarters in Brussels, Croatia was one of the few European countries that had the opportunity to present their two STEM projects which involve representatives of the Ivo Pilar Institute and Virovitica-Podravina County. JOBSTEM research findings presented at AERA annual meeting The annual meeting of the American Educational Research Association (AERA) took place this month in New York City, between April 13 and April 17, 2018. The aim of the AERA organization is to raise the quality of the educational process through the stimulation of research work and evaluation in educational domain and through the dissemination and application of educational research findings. The topic of this year’s annual meeting was contemporary challenges and needs in the domain of public education. The JOBSTEM project leader, prof. dr. sc. Josip Burusic, held a lecture on April 14, presenting some of the research findings from the Croatian public education system created within the JOBSTEM project. The theme of the lecture was the complex relationship between family characteristics such as parental education and family income and student achievement in the STEM school domain. Professor Burusic first explained why it is important to explore the family processes in the context of STEM education and the so-called STEM problem, and which parent and family constructs are covered in the research of parents that is implemented within the JOBSTEM project. The presented results confirmed some previous findings that indicate that among the various socio-demographic indicators in the family, parent education has the greatest impact on children's academic achievement. Through the lecture, possible mediation mechanisms were discussed in the form of specific parental beliefs and family practices that could explain such finding, especially in the context of STEM education and school achievement. The significant influence of the family in explaining the differences in students’ motivation, achievement, and aspirations in the STEM area, calls for more attention in exploring the variety of family mechanisms in educational research. On the other hand, besides these research efforts, there is an obvious need to design and implement more educational interventions that will target groups such as families and parents, especially socially vulnerable families who have limited access to cultural and social resources important in the context of STEM education. New research paper published from the JOBSTEM project! A new paper „How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences“ written as part of the JOBSTEM project, has been published in the „International Journal of Science Education“. The study described in the publication deals with the students' and their parents' beliefs about the importance of success in STEM school subjects and the beliefs about the usefulness of these subjects, as well as the levels of encouraging interests in the domain in their immediate family. Our results show that students' perception of their parents' valuation of STEM and their perception of their family's encouragement of STEM interests was the best predictor of students' beliefs about the usefulness and importance of STEM subjects. These perceptions were, for the most part, incongruent with the parents' self-reports of these beliefs and behaviors. The students' skewed perception of their parents' values might be part of the reason why parental STEM values are relatively weakly correlated with their children's. Our results further suggest that parents find it easier to impart beliefs about the usefulness of STEM school subjects than those about the importance of high achievements in the STEM school domain. The paper discusses theoretical and practical implications of these results. You can find the full text at: https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1460696?scroll=top&needAccess=true Last testing wave of the JOBSTEM project comes to an end Advanced STEM program carried out for for gifted highschool students The planned STEM „camp“ for gifted student was carried out as part of the „Be STEMpatic!“ project, with 10 students from highschools in the Virovitica-Podravina county. The camp took place from the 2nd to the 4th of March at the Information and Education Centre „Noskovačka Dubrava“, a public institution which governs the county's natural resources. The representatives of the county opened the Camp by expressing their delight at the opportunity to host such a unique program which is the first of its kind when it comes to gifted students in the STEM domain in Croatia, in their midst. Seven workshops were carried out in the duration of the Camp, which included topics such as: „Assemble and breathe life into your robot“, „Competition of robot performance in different tasks“, „Atomic cores, everywhere around us“, „Chemistry – the less, the better“, „Electricity without dinosaurs“, „What are my interests and what is best for my future: A vocational guidance workshop“. The workshops were lead by scientists from the Faculty of Electrical Engineering and Computing (FER), the Ruđer Bošković Institute in Zagreb and the Institute of Social Sciences in Zagreb. The participants of the first STEM gifted students Camp were selected based on the Model of identification of STEM giftedness, which was developed for the project. The students were selected from a pool of approximately 200 potential candidates, who were also highschool students. Tens of measures were collected via testing about all the candidates, and only ten were selected based on the criteria of the postulated model of STEM giftedness. Apart from the results of psyhological tests and STEM knowledge measures, the researchers had access to additional information about the candidates (such as their current and past grades). Conversations with the students in the camp and their teachers showed that most of the candidates had participated in national, regional and other highly selective competitions which exist in the educational system. STEM gifted! Vienna study trip of the „Be STEMpatic!“ project As part of the activities of the „Be STEMpatic!“ project, a study trip to the city of Vienna was organized for the representatives from 14 partner elementary schools and 7 partner highschools from the Virovitica-Podravina county, from the 14th to the 16th of February 2018. The participants visited the Regional Education Board for Vienna (Stadtschulrat für Wien) where they were familiarized with the educational system of the city of Vienna, the functioning of its elementary schools and highschools, as well as new initiatives and programs aimed at modernizing teaching. A visit to the Institut für Unterrichts- und Schulentwicklung (IUS), a network Austrian institution which functions in several regional centres, followed, where participants heard about recent Austrian projects in the STEM area, the development of the regional centres of competence in the domain, and the development of regional networks of excellence in desirable practices of teaching STEM school subjects. The third part of the study trip involved a meeting and introduction to the workings of the Austrian ScienceCenter-Network, the leading network which connects nearly 200 organizations in the STEM domain. Through the presentation of Dr. Barbara Streicher, its executive director, the participants of the trip had the chance to get acquainted with formal, non-formal and informal teaching programs in this domain which take place in different regions in Austria. Identification of gifted students finished in the „Be STEMpatic!“ project The testing of students from partner schools on the „Be STEMpatic!“ project in the Virovitica-Podravina county was finalized last month. The project is focused on identifying, following and working with students gifted in STEM domains, and is being carried out in 14 elementary schools and 7 high schools. Members of the JOBSTEM research team came up with and participated in the implementation of the comprehensive identification procedure which started in November of 2017 in the role of the project's expert advisors. Apart from gathering teachers' suggestions, the identification procedure included the collection of data on general, spatial and numerical intelligence, measures of motivational constructs and creativity in STEM areas, as well as an objective test of knowledge of the STEM domains. Results of the JOBSTEM project presented at the „The International Congress for School Effectiveness and Improvement“ in Singapore Third annual meeting of the project team concluded! Collaboration established with the Virovitica-Podravina county on the „Be STEMpatic!“ project The „Be STEMpatic!“ project is financed by the European Social Fund, related to the call for proposals „Encouraging work with gifted children and students at the pre-tertiary level“. The project will last for 16 months, and be implemented by the Virovitica-Podravina county in cooperation with 14 elementary schools and 7 high-schools. The Institute of Social Sciences Ivo Pilar will also collaborate on a number of project activities which concern the development and evaluation of models used to identify gifted students in the STEM domain. The JOBSTEM team can offer expert insight and evidence-based recommendations to aid in the successful completion of these activities. This collaboration presents an opportunity to use the research findings from the JOBSTEM project and implement them in practice through translating scientific observations directly into the educational process, thus addressing the concrete educational needs in the STEM domain. A new publication from the JOBSTEM project is out! A new research paper, „Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects“ was published in the international journal „Social Psychology of Education“. Summary of project activities during the second year 28th of April: ASPIRES + JOBSTEM, Professor Louise Archer and Professor Josip Burusic meet to discuss STEM research More on the ASPIRES project The ASPIRES project is longitudinal UK study combining two phase of project – ASPIRES 1 and ASPIRES2. The first ASPIRES study tracked the development of young people's science and career aspirations from age 10-14 (from 2009-2013). The ASPIRES 1 was a five-year study funded by the Economic and Social Research Council (ESRC), Research grant number RES-179-25-0008, as part of the Targeted Initiative on Science and Mathematics Education (TISME), a research programme funded by the ESRC in partnership with the Institute of Physics, Gatsby Charitable Foundation and the Association for Science Education (tismescienceandmaths.org). The study combines quantitative online surveys of a student cohort and repeat (longitudinal) interviews with a selected sub-sample of students and their parents. Survey and interview data were collected at three time points: the end of primary school (age 10/11, Year 6), the second year of secondary school (age 12/13, Year 8) and the third year of secondary school (age 13/14, Year 9). In total, over 19,000 surveys were completed: 9,319 by Year 6 students, 5,634 by Year 8 students and 4,600 by Year 9 students. A sample of 83 students and 65 of their parents were also longitudinally tracked via interviews across this age In addition to researching influences on students’ aspirations, the project also worked with a small group of London teachers to develop approaches for integrating STEM careers information into Key Stage 3 Science lessons. ASPIRES 2 is continuing to track young people until age 19, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people's science and career aspirations. ASPIRES team are: Professor Louise Archer as the principal Investigator, Professor Becky Francis - co-investigator, Dr Jennifer DeWitt - co-investigator, Professor Jonathan Osborne - co-investigator, Dr Julie Moote - Project Research Associate, Lucy Yeomans - Project PhD Studentship, Emily MacLeod - Project Research Officer. JOBSTEM team visits "Sampling, Weighting and Estimation in Survey Methodology" workshop (Ljubljana, 24.-25.4.2017.) Our team members, Ivan Dević and Mara Šimunović, participated in a workshop aimed at sample design, weighting and parameter estimation at the Faculty of Social Sciences in Ljubljana, which took place on the 24th and 25th of April 2017. The workshop, second of its kind, was organized as part of the EU "Synergies for Europe’s Research Infrastructures in the Social Sciences" (SERISS) project, which gathers European researchers from different areas of social sciences. Twenty-five doctoral students and postdocs from the areas of social sciences and humanities from all over Europe participated in the workshop, lead by professionals from the GESIS institute of social sciences in Köln. The workshop was organized to cover topics pertaining to three interconnected areas: methods of complex samples selection, designing weights to address the problem of under-representation of certain groups, and analyzing data collected on complex, weighted samples. The first part of the workshop included a lecture on the central concepts of the topic; such as sample variance, unbiased parameter estimation, stratified sampling and the problem of allocation, cluster sampling, non-probability sampling and the design effect. After the theoretical part, there was an introductory practice session using the R software. The second part of the workshop introduced the concept and rationale behind weighting in survey designs, and basic weighting methods like post-stratification and calibration. Practical examples in R were used to explain the inclusion of weights in parameter estimation with complex samples, on the data set of the longitudinal international study "The European Social Survey (ESS)”. There was also time for participants to share their research experiences and discuss the problems related to the topic at hand, and unique to the studies they are currently working on. 7th graders visit the Ruđer Bošković Institute to learn about chemistry, environmental research and much more After our fifth graders visited the Faculty of Mechanical Engineering and Naval Architecture and the sixth graders visited the Faculty of Chemical Engineering and Technology, the seventh graders went to the Ruđer Bošković Institute (IRB) in Zagreb. It’s one of our leading scientific facilities doing research in theoretical and experimental physics, physics and chemistry of materials, electronics, physical and organic chemistry, molecular biology and medicine, sea and the environment, computer sciences, laser and atomic research. During the visit, the students participated in several workshops in the fields of biology, chemistry, physics and environmental studies. During the workshop „DNA Isolation“, students heard about ongoing research projects at the Department for molecular medicine of the IRB, with a focus on the Laboratory for Neurodegenerative Disease Research. They visited the sterile room for cell research where they got acquainted with the models used to investigate medical questions and a biochemical lab where the grown cells are analyzed. After a short tour of the labs, students were given the chance to isolate the DNA of a banana on their own and learned about the relevant research methods, as well as features and structure of DNA. At the end of the workshop, each student got a souvenir of the visit – the DNA they isolated on their own! The workshop „What do chemists do?“ focused on showing students different models in chemistry, and with the help of the models and worksheets explained the concept of chirality. The second part of the workshop consisted of several attractive demonstrations which illustrated key concepts in chemistry – physical and chemical changes, acids, lyes and indicators, the composition of air, gas features, etc. – as well as linking chemistry to physics, biology and everyday life. „New materials for chemical hydrogen storage in solid form“ was another workshop where students experienced practical laboratory work on their own. They were given the task to weigh several samples of lithium and sodium and lithium hydride in a dry chamber with an inert atmosphere, to use later in a series of experiments. Apart from these, another reacting composition was prepared for a demonstration of a mechanochemical reaction, by ball milling in a container of strengthened steel. After the synthesis had finished, the container was opened in the dry chamber where the sample was transferred to the appropriate receptacle. Subsequent measurements showed students had in deed managed to prepare the desired product, which was sent for further testing as part of the ongoing research. The second hands-on part was a theoretical quiz in chemical elements and the meaning of the periodic table. Students were asked to produce reactions of water with lithium, sodium and sodium hydride. This was meant to show the similarities between the elements and their hydrides, as well as the differences in reactivity. The observations were discussed with the students, which resulted in jointly achieved insights, which are crucial for understanding chemistry. The workshop „Matter change at low pressure and temperature“ included a visit to the accelerator and experimental hall where students learned about ion acceleration and the occurrence when ions collide with materials. It was followed by experiments with vacuum and low temperatures, the goal of which was to explain pressure and how the features of materials known to them change with changes in pressure and temperature. At the Division for Marine and Environmental Research, students participated in the workshop „Geo-chemical features of natural waters – traces in the water“. They were taught about the importance of researching the geo-chemical features of water, and were also given the chance to experience what such research projects entail, namely, the preparation of experiments and their implementation, as well as techniques of different chemical analyses in the laboratory. Through these workshops, the students revised what they had been previously taught, but also learned a lot from the respective fields in a new and interesting way. The feedback was overwhelmingly positive, and most students showed a great interest in the things they had observed at the Institute. Students visit the Faculty of Chemical Engineering and Technology After the successful STEM intervention for fifth-grade students at the Faculty of Mechanical Engineering and Naval Architecture, it was sixth-graders' turn to visit the Faculty of Chemical Engineering and Technology at the University of Zagreb. Two forms from each experimental school were taken on a tour of three departments – Department of Organic Chemistry, Department of Analytical Chemistry and the Department of Mechanical and Thermal Process Engineering. In groups of ten, the students went through a myriad of interesting exercises, experiment and demos, with the guidance of the Faculty's professors and teaching assistants. For instance, they changed the color of water into purple, blue, green and yellow by using substances such as Manganese peroxide and adding sugar and alkaline crystals. They also had the task of uncovering a hidden picture drawn with colorless acid and alkali indicators, and is revealed by spraying it with an alkaline solution. Except from water, the students were also shown how to change the color of flame with the help of ethanol to which different chemical substances are added. Other interesting demos involved the quick dissolution of Styrofoam in acetone, using acetone and dry ice to decrease temperatures below 70 degrees Celsius and create artificial fog, and producing the so-called „elephant's toothpaste“ with the help of hydrogen peroxide, liquid soap and artificial coloring. At the Department of Analytical Chemistry, students heard a presentation about Teobroma caccao – the plant responsible for everyone's favorite sweet indulgence, chocolate. They learned about the step-by-step procedure used to ascertain the level of iron in chocolate, and how it relates to different qualities of specific types of the product. There was also talk about chromatography and how it can be used to discover the colors needed to produce different shades of felt-tip pens on paper, and make interesting colorful shapes. At the Department for Mechanical and Thermal Process Engineering, different varieties of crystals, such as snowflakes and salt crystals, were the main attraction: apart from hearing about them, students were also given the chance to observe them through microscopes. During these workshops, students were given the opportunity to get acquainted with Chemistry before its inclusion in their school curriculum, and to see how useful, as well as fun and interesting, it can be. Students visit the Faculty of Mechanical Engineering and Naval Architecture In the period between the 23rd and 27th of January, students from the eight experimental schools visited the Faculty of Mechanical Engineering and Naval Architecture at the University of Zagreb, accompanied by their class-teachers. Two fifth grades from each school participated in the visit. After a welcome speech given by the Faculty's representative, the students were shown an educational video which served to better acquaint them with the type of programs on offer, the skills future graduates acquire, and the jobs which they can later do. Students then visited some of the laboratories where they received short demonstrations and lectures about the different domains in mechanical, naval and aeronautical engineering; the research of the labs; as well as the applications of technological solutions to the wider scope of human activities. For instance, at the Department of Robotics and Automation of Manufacturing Systems, they had the opportunity to watch a video about the robot Ronni, built at the Faculty, used in complex neurosurgical interventions. They also observed the speed of the start up of a robot used in the auto industry, as well as a packing robot who can replace human workers on an industrial packaging line. In their visit to the CADLab, they were taught about the development processes of different products. Students were given a chance to see a 3-D printer at work, one which can produce the most complex geometrical shapes by applying so-called additive technology (adding materials layer by layer). Guided by the professors, students also controlled a robot using a mobile application and could test different automated machines. At the Department of Aeronautical Engineering, they were acquainted with several types of unmanned aerial vehicles and their application in terrain surveillance. Except for the aforementioned, the visit included a couple of other departments and laboratories, such as the Power Engineering Laboratory, Laboratory for Welding, and the Laboratory for Production and Assembly Systems Design. Students were encouraged to ask questions of the professionals and teachers of the Faculty, and were given the opportunity to engage with some of the presented processes through games and teamwork. A follow-up with the students and teachers showed that their interest in the presented materials was high, and their impressions of the overall visit were extremely positive. Second Wave of Interventions Take Place in Experimental Schools After last year's successful interventions which allowed experimental school students to engage in a myriad of entertaining and educational STEM-related activities, the new wave of interventions took off in November 2016 for students in 5th, 6th and 7th grades. The first workshop, called „Networks, computers and the Internet“ was carried out as a combination of lectures, discussions, research and practical exercises which served to introduce students to the functioning and complexities of computer networks and the Internet. The main aim was to provide them with a deeper insight into the key concepts of the Internet, such as internet protocols (IP), IP addresses, IP packages, routers, nodes, etc. In order to help students better consolidate the learning materials, the workshop linked to the previous intervention in which they had encountered the basics of computer programming by asking them to write a program for generating pictures they'd received and send them through the network to a classmate. Thus, the students were given the opportunity to combine their previous knowledge of programming and apply it to the new information they received about the functioning of computer networks. The second workshop was titled „LittleBits“ and incorporated topics from the basics of electronics and robotics. LittleBits educational sets were used for this purpose, consisting of colorful electronic components such as power supplies, LED diodes, keyboards, sliding potentiometers, inverters, pulse generators, different sensors and motors, and others. Students can connect these components using magnets to create closed circuits and learn about the principles of electronics and the different components in a simple and straightforward way. For the end of the exercise, students created a small electric car with self-ignition, and could try out the different effects of the sensors, wheel rotation, and the like on the behavior of the car. The workshop presented students with an opportunity to build up on their knowledge by starting from very simple to gradually more complex tasks and make their own logical assumptions about the correct ordering of the components in the block and their effect on the rest of the circuit. The workshop was organized in groups of three or four students, which also served to show the importance of team work and sharing ideas in a group. Researchers from the Faculty of Electrical Engineering and Computing conducted the two workshops (Tomislav Jagušt and Juraj Petrović in ˝Networks, computers and the Internet ; Ivan Kunović in LittleBits). Collaborators from the Ivo Pilar institute also assisted in the implementation (Ivan Dević, Mara Šimunović), as well as student volunteers. JOBSTEM PL meets with President Kolinda Grabar Kitarović The president of Croatia, Ms Kolinda Grabar Kitarović, held a meeting with the JOBSTEM project leader, prof.dr.sc. Josip Burušić. JOBSTEM (fully titled „ "STEM career aspirations during primary schooling“) is a research project financed by the Croatian science foundation, bringing together a large team spanning four countries. The project leader gave the president a brief overview of the research activities currently underway in STEM fields, and shared some insights about the state of the Croatian educational system. President Grabar-Kitarović showed a great interest for the topics and challenges in education, especially its focus on STEM fields. In this light, there was talk of further numerous possibilities for activities in the domain. The conversation also touched upon similar activities, for which interest has been shown by prestigious research institutions and universities in Croatia, and more globally, as well. Research report: Attitudes toward school science in explaining achievement in STEM-related school subjects Below, we present the third JOBSTEM study from the ECER conference in Dublin, titled The contribution of attitudes toward school science in explanation of achievement in STEM school subjects (authors: Ivan Devic, Toni Babarovic, Mia Karabegovic, Mirta Blazev & Dubravka Glasnovic Gracin). Find the previous two posts here and here. STEM achievement of Croatian students has consistently been shown to be low in comparison to their other school subjects - in both specific scientific studies (Burušić, Babarović, & Šakić, 2008), and larger international research projects (e.g. PISA). The debates about what determines achievement in STEM school subjects in primary school still persist. Several STEM-relevant variables show a significant association with achievement in math and science, including student level variables, school level variables and variables related to their broader social environment (Hattie, 2009). The specific aim of our study was to identify the contribution of students’ attitudes to school science and experiences with STEM subjects in explaining STEM school achievement, after controlling for individual characteristics, family-related variables and experiences in out-of-school activities. The variables used correspond to Huitt’s (2003) Transactional model of the teaching/learning process, a framework which posits several different domains which produce learning outcomes: input (students’ and teachers’ individual characteristics), context (environmental factors that might have an influence on the outcome) and classroom processes. Study Design We collected data from 360 primary school students (aged 12 to 15; M=13.32; 165 female) enrolled in three schools from the Daruvar municipality, Croatia. Scales used as predictors in the survey were mostly derived and adapted from the ASPIRES project (Archer et al., 2013; DeWitt et al., 2013), and the output, STEM school achievement, was measured as a composite of school marks (GPA) in different STEM subjects in the previous grade. The predictors used in the study encompassed students’ gender, the education status of their parents, parental ambitions and support of the students’ education, parents’ attitudes toward science, students’ positive and negative image of scientists, interest in science outside of the school context, and attitudes toward school science. Hierarchical regression analysis was applied in order to predict achievement in STEM school subjects, with the first block of predictors pertaining to input and contextual variables, and the second block being the attitudes toward science in the school context. Short Summary: Main Results - Girls have slightly (but significantly) higher achievement in STEM subjects than boys - STEM achievement is related to parental education, and parental ambitions and support. However, its relation to out of school STEM activities, and perception of scientists is not as pronounced. - Attitudes toward school science, a variable reflective of Huitt’s classroom processes concept, was an important predictor of STEM school achievement, in that it added a significant proportion of the variance accounted for by the model, above and beyond the personal and contextual factors considered. References used in the post A transactional model of the teaching/learning process: A summary. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
1.1 2.1 2.2 3.1 4.1 5.1 6.1 7.1 8.1 8.2 9.1 10.1 11.1 12.1 12.2 13.1 14.1 14.2 15.1 16.1 16.2 17.1 18.1 19.1 19.2 20.1 21.1 22.1 22.2 23.1 24.1 24.2 25.1 26.1 26.2 27.1 28.1 29.1 30.1 31.1 32.1 33.1 34.1 35.1 36.1 36.2 37.1 38.1 39.1 40.1 41.1 41.2 42.1 42.2 43.1 44.1 44.2 45.1 46.1 47.1 47.2 48.1 49.1 50.1 50.2 51.1 52.1 52.2 52.3 53.1 53.2 53.3 54.1 55.1 56.1 57.1 58.1 59.1 59.2 61.1 62.1 63.1 64.1 64.2 65.1 67.1 68.1 69.1 70.1 71.1 71.2 72.1 73.1 74.1 74.2 75.1 76.1 76.2 77.1 78.1 79.1 80.1 81.1 82.1 83.1 84.1 85.1 85.2 85.3 85.4 85.5 85.6 86.1 87.1 88.1 88.2 88.3 88.4 89.1 89.2 89.3 89.4 89.5 89.6 89.7 90.1 90.2 90.3 91.1 91.2 91.3 91.4 92.1 92.2 92.3 92.4 93.1 93.2 94.1 94.2 94.3 95.1 95.2 96.1 96.2 97.1 97.2 97.3 98.1 98.2 98.3 99.1 99.2 99.3 100.1 100.2 101.1 101.2 102.1 102.2 103.1 103.2 103.3 103.4 103.5 104.1 105.1 106.1 107.1 107.2 108.1 109.1 109.2 110.1 111.1 112.1 113.1 113.2 113.3 114.1 115.1 116.1 116.2 117.1 118.1 119.1 120.1 121.1 122.1 123.1 124.1 125.1 125.2 126.1 127.1 128.1 129.1 130.1 131.1 132.1 132.2 133.1 134.1 135.1 136.1 137.1 138.1 140.1 141.1 142.1 142.2 143.1 144.1 145.1 145.2 145.3 145.4 145.5 145.6 145.7 146.1 147.1 148.1 149.1 150.1 150.2 150.3 151.1 152.1 153.1 154.1 155.1 156.1 157.1 158.1 159.1 159.2 160.1 161.1 162.1 163.1 164.1 165.1 166.1 167.1 168.1 168.2 169.1 170.1 171.1 172.1 173.1 174.1 175.1 176.1 177.1 178.1 179.1 180.1 181.1 182.1 184.1 185.1 186.1 186.2 186.3 187.1 187.2 187.3 188.1 188.2 188.3 189.1 189.2 190.1 190.2 191.1 192.1 193.1 193.2 194.1 194.2
Novi znanstveni rad pod nazivom „How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences“ nastao u sklopu JOBSTEM istraživačkog projekta, objavljen je u časopisu „International Journal of Science Education“. U radu smo se bavili ispitivanjem vjerovanja o važnosti uspjeha u STEM školskim predmetima te vjerovanja o korisnosti STEM školskih predmeta kod učenika i njihovih roditelja, kao i razinom poticanja učenikovih interesa za STEM područje unutar uže obitelji. Rezultati su pokazali da je sveukupnu razinu važnosti i korisnosti koju učenici petih i šestih razreda vežu uz STEM u školi najbolje predviđala njihova percepcija vrijednosti STEM-a za njihove roditelje te percepcija poticanja STEM interesa kojeg dobivaju unutar obitelji. Ove su učeničke percepcije roditeljskih utjecaja bile većim dijelom nepodudarne s roditeljskim izvještajima o istim ovim vrijednostima i ponašanju. Dječja netočnost u percipiranju roditeljskih vrijednosti dijelom može objasniti zašto su roditeljske STEM vrijednosti relativno slabo povezane s učeničkima. Rezultati istraživanja također sugeriraju da roditelji svojoj djeci lakše prenose vjerovanja o korisnosti STEM školskog područja nego vjerovanja o važnosti visokog postignuća u STEM školskim predmetima. U radu su raspravljene teorijske i praktične implikacije koje proizlaze iz opisanih nalaza. Rad je u cijelosti dostupan na sljedećoj poveznici: https://www.tandfonline.com/doi/full/10.1080/09500693.2018.1460696?scroll=top&needAccess=true U projektu Budi STEMpatičan! održan je planirani STEM kamp za nadarene učenike, na kojem je sudjelovalo ukupno 10 učenika iz srednjih škola Virovitičko-podravske županije. Kamp je održan od od 2. do 4. ožujka u Informativno edukativnom centru Noskovačka Dubrava, javnoj ustanovi za upravljanjem prirodom u VPŽ. Na početku ovog Kampa učenicima su se obratili predstavnici Virovitičko-podravske županije s pozdravima te su iskazali svoje zadovoljstvo mogućnošću da u svojoj sredini ugoste ovaj prvi i za sada jedinstveni program za nadarene učenike u STEM području u hrvatskom obrazovanju. Unutar Kampa za nadarene, ukupno je održano 7 radionica koje su uključivale teme „Sastavi i udahni život vlastitom robotu“, „Natjecanje robota u obavljanju različitih zadataka“, Atomske jezgre, svuda oko nas“, „Kemija - što manje to bolje", „Struja bez dinosaura“, „Koji su moji interesi i što je najbolje za mene u budućnosti: Radionica profesionalnog usmjeravanja“. Radionice su vodili znanstvenici s Fakulteta elektrotehnike i računarstva Sveučilišta u Zagrebu, Instituta Ruđer Bošković u Zagrebu i Instituta društvenih znanosti u Zagrebu. Sudionici prvog Kampa za STEM darovite učenike odabrani su temeljem Modela identifikacije STEM darovitih, koji je razvijen unutar projekta. Učenici su odabrani između okvirno 200 potencijalnih kandidata, drugih učenika srednjih škola. Testiranjem su prikupljene na desetine informacija o svima njima, te je prema kriterijima postavljenog modela STEM darovitih odabrano samo njih deset. Osim rezultata koje su postigli na psihološkim i STEM testovima, istraživači o njima nisu imali drugih podataka (na primjer podataka o školskim ocjenama u školi, kakvi su bili u ranijim razredima i slično). Razgovorom s sudionicima kampa i njihovim nastavnicima, pokazalo se da su to sve redom sudionici državnih, županijskih i drugih selektivnih natjecanja koja postoje u obrazovnom sustavu. STEM daroviti! U okviru aktivnosti unutar projekta „Budi STEMpatičan!“, u razdoblju od 14. do 16. veljače 2018., organiziran je studijski posjet za predstavnike 14 osnovnih i 7 srednjih škola Virovitičko-podravske županije gradu Beču. Sudionici su posjetili gradski ured Grada Beča (Stadtschulrat für Wien) gdje se u upoznali s ustrojem obrazovnog sustava grada Beča, djelovanjem osnovnih i srednjih škola, te novim inicijativama i programima osuvremenjivanja nastave u gradu Beču. Nakon toga je održan posjet Institut für Unterrichts- und Schulentwicklung (IUS), mrežnoj austrijskoj ustanovi koja djeluje u nekoliko regionalnih centara. Ovdje su se sudionici upoznali s recentnim austrijskim projektima u području STEM-a, razvoju regionalnih centara kompetentnosti u području STEM-a, razvoju regionalnih mreža vrsnosti kada je riječ primjerima dobre prakse u područu STEM nastave. Treći dio studijskog posjeta realiziran je kroz susret i upoznavanje s radom austrijskog ScienceCenter-Network, vodećom mrežom koja okuplja skoro 200 organizacija u STEM području. Kroz izlaganje Dr. Barbara Streicher izvršne direktorice sudionici studijskog posjeta imali su prigodu upoznati se s programima u području formalnog, nonformalnog i informalnog učenja i poučavanja u STEM području koji se odvijaju u različitim dijelovima Austrije. Na kraju ovog cjelodnevnog studijskog posjeta, održan je svečani prijam u Veleposlanstvu Republike Hrvatske u Austriji, gdje je sudionike studijskog putovanja primila hrvatska veleposlanica u Austriji dr. sc. Vesna Cvetković. Projekt „Budi STEMpatičan“ financiran je u okviru Europskog socijalnog fonda te natječajnog poziva „Poticanje rada s darovitom djecom i učenicima na predtercijarnoj razini“. Projekt će trajati 16 mjeseci, a provodi ga Virovitičko-podravska županija u suradnji s 14 osnovnih i 7 srednjih škola kojima je županija osnivač. Više o ASPIRES projektu ASPIRES projekt je longitudinalno istraživanje u Velikoj Britaniji koje se sastoji od dvije faze – ASPIRES 1 i ASPIRES 2. Prvo istraživanje pratilo je razvoj aspiracija mladih u području znanosti i zanimanja kroz dobi od 10 do 14 godina ASPIRES 1 bila je petogodišnja studija pod pokroviteljstvom Vijeća za ekonomska i društvena istraživanja (ESRC, RES-179-25-0008) Velike Britanije, u sklopu TISME inicijative usmjerene na obrazovanje u znanosti i matematici, uz partnerstvo Instituta za Fiziku, Gatsby dobrotvorne fundacije te Udruženja za znanstveno obrazovanje (tismescienceandmaths.org). Istraživanje je kombiniralo kvantitativne online upitnike kohorte učenika te ponovljene (longitudinalne) intervjue s odabranim pod-uzorkom učenika i njihovih roditelja. Podaci iz upitnika i intervjua skupljeni su u tri vremenska perioda: po završetku „osnovne“ škole u britanskom sustavu (u dobi od 10 do 11 godina), tjekom druge godine „srednje“ škole (u dobi od 12 do 13 godina) te tijekom treće godine „srednje“ škole (u dobi od 13 do 14 godina). Po završetku istraživanja skupljeni su podaci iz 19,000 upitnika: 9,319 iz prve dobne skupine, 5,634 iz druge dobne skupine te 4,600 iz treće. Uzorak od 83 učenika i 65 roditelja praćeni su putem intervjua kroz ovo vrijeme, a paralelno uz istraživanje utjecaja na aspiracije učenika, projektni tim radio je s grupicom učitelja u Londonu kako bi smislili najučinkovitiji pristup integracije informacija o STEM zanimanjima u nastavu povezanih predmeta. ASPIRES 2 faza nastavlja praćenje mladih do dobi od 19 godina kako bi se proširila saznanja o razlikama u utjecaju obitelji, škole, edukacija o zanimanjima, društvenih identiteta i nejednakosti na aspiracije prema znanosti i zanimanjima u ovoj dobnoj skupini. ASPIRES tim čine: prof. dr. Louise Archer, prof.dr. Becky Francis, dr. Jennifer DeWitt, prof. dr. Jonathan Osborne, dr. Julie Moote, Lucy Yeomans, doktorandica na projektu, Emily MacLeod. Članovi istraživačkog tima JOBSTEM projekta, Ivan Dević i Mara Šimunović, pohađali su u razdoblju od 24. do 25. travnja 2017. seminar iz područja dizajna uzorka, ponderiranja i procjene parametara, na Fakultetu društvenih znanosti Sveučilišta u Ljubljani. Ovaj seminar organiziran je u sklopu EU projekta "Synergies for Europe’s Research Infrastructures in the Social Sciences" (SERISS) koji okuplja europske istraživače iz različitih područja društvenih znanosti. Ovo je drugi po redu seminar u sklopu SERISS projekta, koji je okupio 25 sudionika iz cijele Europe, većinom doktoranda I post-doktoranda iz područja društvenih i humanističkih znanosti. Seminar su vodili stručnjaci s GESIS instituta društvenih znanosti u Kölnu. Seminar je tematski bio organiziran oko tri povezana područja koja su se ticala metoda odabira složenih uzoraka, kreiranja pondera kojima se može odgovoriti na probleme neodgovaranja i podzastupljenosti određenih skupina ispitanika, te analize podataka prikupljenih složenim, ponderiranim uzorcima. Prvi dio seminara obuhvaćao je predavanje o centralnim konceptima kao što su varijanca uzorka, nepristrana procjena parametara osnovnog skupa, metoda stratifikacije i problem alokacije, klaster uzorkovanje, neprobabilističko uzorkovanje te efekt dizajna. Nakon teorijskog predavanja, održane su uvodne računalne vježbe u statističkom softveru "R". U drugom dijelu seminara predstavljen je koncept i smisao ponderiranja u istraživanjima anketnog tipa te osnovne metode ponderiranja kao što su poststratifikacija I kalibracija. Kroz računalne vježbe u "R" programskom okruženju objašnjeno je kako u procjenu parametara uključiti pondere koji proizlaze iz složenih uzoraka. Za ove vježbe korišteni su podaci iz longitudinalnog internacionalnog istraživanja "The European Social Survey "(ESS). Tijekom seminara bilo je prilike za razmjenu iskustava s drugim istraživačima i raspravu o prezentiranim sadržajima na primjerima konkretnih istraživačkih problema koji proizlaze iz projekata na kojima sudionici seminara rade. Nakon posjeta petih razreda Fakultetu strojarstva i brodogradnje te šestih razreda Fakultetu kemijskog inženjerstva i tehnologije, sedmi razredi su u veljači posjetili Institut Ruđer Bošković u Zagrebu. Riječ je o jednoj od naših vodećih znanstvenih ustanova koja se bavi istraživanjima iz teorijske i eksperimentalne fizike, fizike i kemije materijala, elektronike, fizičke i organske kemije, molekularne biologije i medicine, mora i okoliša, informatike i računarstva te laserskim i atomskim istraživanjima. U sklopu posjeta učenici su sudjelovali u nekoliko radionica iz područja biologije, kemije, fizike i znanosti o okolišu. Na radionici naziva „Izolacija DNA“ , učenici slušali o istraživanjima koja se odvijaju na Zavodu za molekularnu medicinu IRB-a, pogotovo u Laboratoriju za istraživanje neurodegenerativnih bolesti. Učenici su obišli sterilnu sobu za rad sa stanicama gdje su se upoznali s modelima na kojim se danas istražuju medicinska pitanja te biokemijski laboratorij gdje se uzgojene stanice analiziraju. Nakon kratkog obilaska laboratorija i upoznavanja s radom, učenici su dobili priliku raditi sami izolaciju DNA iz banane te se upoznati s metodama istraživanja, ali i svojstvima i strukturom DNA. Naposljetku je svaki učenik kući ponio DNA koju je izolirao kao uspomenu. Drugi dio praktičnog rada je bila provjera teorijskog znanja iz područja kemijskih elemenata i značenja periodnog sustava elemenata. Učenici su trebali provesti reakciju vode s litijem, natrijem, litijevim hidridom i natrijevim hidridom. Na taj način su učenicima zorno pokazane sličnosti među tim elementima i njihovim hidridima, ali i razlike u reaktivnosti. Opažanja su prodiskutirana s učenicima i te se na taj način zajednički došlo do nekih spoznaja, ključnih za razumijevanje kemije. Na radionici „Promjene tvari na niskim tlakovima i temperaturama“ učenici su obišli akceleratorsku i eksperimentalnu halu gdje im je objašnjeno kako se ubrzavaju ioni i što se događa kad se ioni sudare s materijalom. Uslijedili su eksperimenti s vakuumom i niskim temperaturama kojima je bio cilj učenicima objasniti što je tlak i kako se svojstva njima poznatih materijala mijenjaju s promjenom tlaka i temperature. Na Zavodu za istraživanje mora i okoliša provedena je radionica „Geokemijske značajke prirodnih voda – tragovi u vodi“ . Učenici su se upoznali sa važnosti istraživanja geokemijskih značajki voda. Osim teoretskog dijela, imali su priliku i iskusiti što sve obuhvaća jedno takvo istraživanje, kako izgleda priprema pokusa i njegova provedba te tehnike kemijske analize različitih tipova uzoraka u laboratoriju. Kroz ove radionice učenici su na nov i zanimljiv način ponovili stara i usvojili potpuno nova znanja iz prirodoslovnih predmeta koje slušaju u školi. Povratne reakcije su nakon posjeta bile vrlo pozitivne, a većina učenika je pokazala veliki interes za onim što su imali prilike vidjeti na Institutu. Nakon uspješno provedene STEM intervencije za pete razrede na Fakultetu strojarstva i brodogradnje, prošli su tjedan šesti razredi osam osnovnih škola uključenih u JOBSTEM projekt posjetili Fakultet kemijskog inženjerstva i tehnologije Sveučilišta u Zagrebu. Po dva razreda iz svake škole obišla su tri fakultetska zavoda - Zavod za organsku kemiju, Zavod za analitičku kemiju te Zavod za mehaničko i toplinsko procesno inženjerstvo. Učenici su u manjim grupama, od po desetak djece, prolazili kroz niz zanimljivih vježbi, pokusa i demonstracija, uz vođenje profesora i asistenata fakulteta. Tako su mijenjali boju prvotno bistre vode u ljubičastu, zatim plavu, pa zelenu i žutu, primjenom tvari kao što je manganov peroksid, dodavanjem šećera i kristala lužine. Otkrivali su skrivenu sliku nacrtanu bezbojnim indikatorima na kiseline i lužine koja postane vidljiva kad ju se pošprica lužinom. Osim vode, učenici su vidjeli da mogu mijenjati i boju plamena primjenom etanola u kojem su otopljene različite kemijske tvari. Promatrali su kako se brzo može otopiti stiropor u acetonu i kako primjenom acetona i suhog leda možemo sniziti temperaturu do minus 70 te proizvesti umjetnu maglu. Jedan od zanimljivih pokusa bilo je i dobivanje tzv. slonovske paste uz pomoć vodikovog peroksida, deterdženta i umjetnog bojila. Na Zavodu za analitičku kemiju, učenici su slušali o Teobroma caccao - drvu kakaovca o čijoj kvaliteti ovisi kvaliteta mnogima najdražeg slatkiša – čokolade. Na ovoj su radionici učenici saznali kako korak po korak odrediti razinu željeza u čokoladi i tako saznati više o kvaliteti pojedinih vrsta čokolade. Naučili su također što je kromatografija i kako pomoću nje možemo otkriti od kojih se sve boja sastoje različite nijanse flomastera na papiru te na usput proizvesti zanimljive, šarene oblike. Na Zavodu za mehaničko i toplinsko procesno inženjerstvo govorilo se o različitim vrstama kristala kao što su snježne pahuljice ili kristali soli, a učenici su imali prilike i kristale proučavati kroz staklo mikroskopa. Kroz ove radionice, učenicima je kemija - koju tek trebaju početi slušati kao predmet u redovnoj osnovno-školskoj nastavi - prezentirana kao korisna, ali i iznimno zanimljiva i zabavna znanost koja je primjenjiva u mnogim područjima ljudske djelatnosti. U periodu između 23. i 27. siječnja učenici osam eksperimentalnih škola uključenih u JOBSTEM projekt posjetili su Fakultet strojarstva i brodogradnje Sveučilišta u Zagrebu (FSB), u pratnji svojih razrednika i nastavnika. Iz svake od osam škola, u posjetu su sudjelovala po dva peta razreda. Nakon pozdravnog govora predstavnika uprave Fakulteta, učenici su pogledali edukativni film koji im je pobliže pokazao čime se Fakultet bavi, koje studije nudi i za kakva buduća zanimanja osposobljava svoje studente. Nakon uvodnog dijela, učenici su obišli neke od fakultetskih laboratorija gdje su kroz stručno vođene demonstracije i kratka predavanja upoznati s različitim područjima strojarstva, brodogradnje i zrakoplovstva, istraživanjima koja se provode u laboratorijima te primjenom tehničkih rješenja u širokim područjima ljudskih djelatnosti. Tako su primjerice, na Zavodu za robotiku i automatizaciju proizvodnih sustava, pogledali film o robotu Ronni, razvijenom na FSB - u, koji se koristi u složenim neurokirurškim zahvatima. Uživo su promatrali brzinu pokretanja jednog tipa robota koji se koristi u auto - industriji te robota koji pakira kekse u ambalažu i može zamijeniti radnika na industrijskoj traci. U sklopu Laboratorija za konstruiranje - CADLab, bilo je riječi o procesu razvoja različitih proizvoda te su učenici uživo promatrali rad 3D printera koji može proizvesti najsloženije geometrijske oblike primjenom tzv. aditivne tehnologije, odnosno dodavanjem materijala sloj po sloj. Učenici su također uz vodstvo profesora isprobavali na koji način rade različiti automatizirani strojevi te pomoću mobilne aplikacije sami upravljali robotom. Na Zavodu za zrakoplovstvo upoznati su s nekoliko vrsta bespilotnih letjelica te njihovom primjenom u snimanjima terena. Osim nabrojanih, učenici su posjetili još nekoliko fakultetskih zavoda i laboratorija, među kojima su i Laboratorij za energetska postrojenja, Laboratorij za zavarivanje i Laboratorij za projektiranje izradbenih i montažnih sustava. Unutar svakog posjeta mogli su pitati stručnjake i nastavnike FSB-a sve što ih zanima te sami isprobavati neke od demonstriranih sadržaja, kroz igru i međusobno surađivanje. Interes među učenicima je bio vrlo velik, a nakon završetka intervencije, povratne informacije i od učenika i od njihovih nastavnika su iznimno pozitivne. Nakon uspješno provedenih prošlogodišjih radionica koje su učenicima eksperimentalnih škola omogućile sudjelovanje u zabavnim, ali prvenstveno edukativnim sadržajima vezanim uz STEM područja, novi val STEM intervencije počeo je u studenom 2016. godine za učenike petih, šestih i sedmih razreda. Prva radionica, naziva ˝Mreže, računala i Internet˝ izvedena je kao kombinacija predavanja, rasprave, istraživanja i praktičnih vježbi koje su učenicima na zanimljiv i zoran način predočile funkcioniranje i složenost računalnih mreža i Interneta. U sklopu ove radionice učenici su raspravili i na temelju praktičnih vježbi dobili dublji uvid u ključne pojmove važne za razumijevanje funkcioniranja Interneta: Internet protokol - IP, IP adresa, IP paket, usmjernik (engl. ˝Router˝), kritični čvorovi u mreži i dr. Također, unutar ove radionice ostvarena je poveznica s prijašnjom intervencijom u sklopu koje su se učenici susreli s osnovama programiranja. Naime, učenici su imali zadatak da koristeći jednostavne upute napišu program za stvaranje slike koju su dobili i pošalju ga preko mreže jednom kolegi iz razreda, čime su spojili osnovna znanja iz programiranja te novostečena znanja o funkcioniranju računalnih mreža. Druga radionica naziva ˝LittleBits˝, kombinacija je sadržaja iz osnova elektronike i robotike. U ovoj radionici korišteni su za tu svrhu nabavljeni LittleBits edukativni setovi koji sadrže različite obojene elektroničke komponente kao što su napajanje, svjetleće diode (LED), tipkalo, klizni potenciometar, inverter, generator pulsa, različiti senzori, motori i dr. Ove komponente spajaju se po pomoću magneta i ulančavaju u nizove (zatvorene strujne krugove) pomoću kojih učenici mogu na jednostavan i zoran način naučiti osnovne principe elektronike i funkcioniranja različitih komponenti u setu. Krajnji dio vježbe je stvaranje malog električnog automobila koji se sam pokreće, pri čemu učenici mogu isprobavati različite učinke senzora, načina rotacije kotača, korištenja sklopki i sl. na pokretanje automobila. Radionica omogućuje učenicima da kroz prolaženje vježbe ˝korak - po - korak˝od jednostavnijih ka složenijim zadacima, stvaraju logičke zaključke o točnom položaju određenih komponenti u bloku i učinku koji će pojedina komponenta imati na ostale. Radionica je organizirana u grupama od po troje ili četvero učenika pa je za uspješno svladavanje zadataka dodatan izazov za učenike bio i timski rad te međusobno dijeljenje ideja. izvedbi prve intervencije sudjelovali su znanstvenici s Fakulteta elektrotehnike i računarstva –te Ivan Kunović u provođenju radionice ˝LittleBits˝. Na svakoj radionici kao asistenti su sudjelovali i suradnici na projektu s Instituta Ivo Pilar – Ivan Dević i Mara Šimunović te studenti volonteri. Predsjednica Republike Hrvatske gospođa Kolinda Grabar Kitarović održala je radni sastanak s voditeljem JOBSTEM projekta prof. dr. sc. Josipom Burušićem. JOBSTEM projekt istraživački je projekt koji financira Hrvatska zaklada za znanost, punog naziva „Profesionalne aspiracije prema STEM zanimanjima tijekom osnovne škole“, i okuplja značajan istraživački tim iz četiri zemlje. Voditelj projekta je ukratko predstavio istraživačke aktivnosti koje se poduzimaju u STEM području te je predsjednici iznio neke istraživačke spoznaje o stanju u hrvatskom obrazovnom sustavu danas. Predsjednica Grabar Kitarović je iskazala veliko zanimanje za pitanja i izazove obrazovanja, a posebice je izdvojila važnost STEM područja. U tom svjetlu, tijekom razgovora su se otvorila i pitanja mogućih budućih aktivnosti, gdje se posebice u STEM području otvaraju brojne mogućnosti. O sličnim aktivnostima, za koje su značajno zanimanje iskazale i ugledne istraživačke ustanove i sveučilišta u Hrvatskoj ali u svijetu, je također bilo riječi tijekom razgovora. Školsko postignuće hrvatskih učenika u STEM područjima nisko je u usporedbi s njihovim postignućima u ostalim školskim predmetima, pokazuju nacionalne (Burušić, Babarović, & Šakić, 2008), ali i međunarodne studije (npr. PISA). I dok debate oko točnih odrednica i uzroka postignuća u STEM predmetima još uvijek traju, nekoliko skupina faktora dosljedno se pokazuju značajno povezanima s uspjehom u ovim predmetima, a mogu se opisati kroz tri kategorije: čimbenici vezani uz učenike, čimbenici vezani uz školski sustav te šira društvena okolina (Hattie, 2009). Glavni cilj ovog istraživanja bio je identificirati doprinos stavova učenika prema znanosti u školi te njihovih iskustava sa školskim STEM predmetima u objašnjavanju postignuća u istima, neovisno o prethodno spomenutim čimbenicima vezanim uz individualne razlike među učenicima, obitelj i izvanškolske aktivnosti. Korištene varijable odgovaraju Huittovom (2003) transakcijskom modelu procesa učenje-poučavanje, u kojem se isti konceptualizira putem nekoliko širih kategorija koje dovode do ishoda u obrazovanju: ulaznih varijabli (koje odgovaraju prethodno spomenutim čimbenicima vezanim uz učenike), kontekstualnih (okolinskih) varijabli te razrednih varijabli (kao što su odnos učenika i učitelja). Istraživački nacrt U istraživanju je sudjelovalo 360 učenika iz tri osnovne škole (od 12 do 15 godina; M=13.32; 165 djevojčica) s područja Daruvara. Prediktorske skale većinom su preuzete i prilagođene iz ASPIRES projekta (Archer i sur., 2013; DeWitt i sur., 2013), dok je kao ishod, odnosno školsko postignuće u STEM-u, uzet prosjek školskih ocjena u STEM predmetima iz prethodnog razreda. Prediktori su uključivali varijable spola, obrazovnog statusa roditelja, ambicije i potporu roditelja u obrazovanju učenika, stavove roditelja prema znanosti, negativan i pozitivan doživljaj znanstvenika od strane učenika, zanimanje za znanost izvan školskog konteksta te stavove prema znanosti u školi. Podaci su obrađeni hijerarhijskom regresijskom analizom u kojoj je kriterijska varijabla bila školsko STEM postignuće, prvi blok (kontrolnih) prediktora bile su varijable iz kategorija osobnih i okolinskih čimbenika, a drugi blok stavovi prema znanosti u školi. Što smo saznali? Popis referenci Archer, L, Osborne, J, DeWitt, J, Dillon, J, Wong, B & Willis, B (2013). ASPIRES: young people’s science and career aspirations, age 10-14. King’s College London, London. Burušić, J., Babarović, T., & Šakić, M. Vanjsko vrednovanje obrazovnih postignuća u osnovnim školama Republike Hrvatske: Učenici 8. razreda, školska godina 2007/2008., istraživački izvještaj. Zagreb: NCVVO/ Institut društvenih znanosti Ivo Pilar . DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037-1063. Hattie, J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Huitt, W. transactional model of the teaching/learning process: A summary. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.