<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Grzegorz P. Karwasz</style></author><author><style face="normal" font="default" size="100%">Krzysztof Służewski</style></author><author><style face="normal" font="default" size="100%">Anna Kamińska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">educational systems</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive exhibitions</style></keyword><keyword><style  face="normal" font="default" size="100%">simple experiments</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching physics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1432232064.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">64</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments “Physics and Toys”, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through “Fun in Physics” activities, improve didactical efficiency at schools, induce students’ initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools – a textbook on modern physics and computer-guided experiments; for children aged 5-10 – interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-23</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Brigitte   Römmer-Nossek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MIND THE GAP – THE IMPORTANCE OF REFLECTING ON DIFFERENT NOTIONS OF LEARNING AND KNOWLEDGE WITHIN AND BETWEEN COGNITIVE AND EDUCATIONAL SCIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728505.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Cognitive and educational sciences share a fundamental interest in learning. While theoretical bases and practical interests seem to match well at first sight, it is well worth to take a closer look. In the different disciplines involved in the Cognitive Sciences there is a large number of approaches to study learning, but closer glance reveals a limited number of ways to conceptualize learning. In its short history, the field has seen some paradigm shifts, which changed the way we look at human cognition and thus at learning. It is worth noting that each paradigm also transports an implicit notion of knowledge.
 In the field of education we find these paradigms as different learning theories, which in turn determine approaches to teaching and learning. Dealing with knowledge is central to educational practice. Furthermore, educational research indicates that our personal concept of knowledge qualitatively influences the way students learn. Thus there is a deep, but the intricate relationship between our concepts learning and knowledge.
 If the interaction between the two fields is to go beyond the (often unsatisfying) attempt to find direct-to-classroom recipes, explicit concepts of learning and knowledge must be the starting point for any successful interdisciplinary collaboration.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">123-130</style></section></record></records></xml>