Developing Abilities to Solve Authentic Problems using Digital Technologies The investment is co-financed by the Republic of Slovenia and the European Union under the European Social Fund. Developing Abilities to Solve Authentic Problems using Digital Technologies Developing abilities to solve authentic problems using digital technologies The content is divided into the following subsections: – Definition of authentic problems in the STEM-PATHWAYS project – Guiding questions for assessing authenticity – Criteria for authenticity, relating to three areas – Criteria and descriptors for assessing the authenticity of the problem/learning situation – Developing abilities to solve authentic problems – Developing abilities to solve authentic problems with Digital Technologies (DT) along the vertical – Phases of solving authentic problems List of abbrevations: DT – Digital Technology SL – Scientific Literacy ML – Mathematical Literacy FL – Financial Literacy EP – Educational Period SAP – Solving Authentic Problems NA-MA POTI – Scientific and Mathematical Literacy: The Development of Critical Thinking and Problem-solving Definition of authentic problems under the NA-MA POTI [STEM PATHWAYS] project Authentic problems stem from life/real situations and encourage the following during the problem-solving process: critical thinking, collaboration, creativity, persistence, resourcefulness and the use of diverse knowledge and skills. They enable different problem-solving methods. The solutions and their presentations vary and are useful. Guiding questions for assessing authenticity We ask ourselves which of the proposed questions can be answered affirmatively: • Choice of initial problem: – Is the problem real/topical? – Does it have personal value for the child? • Problem-solving pathway: – Is the problem-solving pathway not known/defined in advance for the learners? – Will the learners be able to solve the problem in several different ways? • Learners' activity: – Does the problem-solving process encourage an independent search for pathways to solutions? – Does the problem-solving process encourage learners' creativity, persistence, resourcefulness and the application of diverse knowledge and skills? • Solution to the problem: – Are multiple solutions possible? – Is the final solution to the problem useful for the problem solver or broader? The STEM PATHWAYS project also focuses on: • Supporting the SL, ML and FL building blocks: – Do the problem-solving activities develop science, mathematical or financial literacy? • Using digital technologies: – Is the use of digital technologies a sensible form of support when solving an authentic problem? – Does the solving of an authentic problem involve activities that develop digital competences (of children/pupils/secondary school students) along the vertical according to DigComp 2.1? Criteria for authenticity, relating to three areas: • Choice of initial problems • Problem-solving pathway • Solution to the problem | 3 Developing Abilities to Solve Authentic Problems using Digital Technologies Criteria and Descriptors for assessing the authenticity of the problem/learning exercise DEGREE OF AUTHENTICITY AREA CRITERION LOW MEDIUM HIGH Choice of initial problem: Realistic problem, put into a realistic context, Context Task that isn't contextualized and only Realistic problem, with a somewhat that requires the utilization of a wide repertoire appears in a school setting. simplified context. of skills and knowledge as well as a deeper Is the problem realistic/ understanding. current, does the result/ solution represent the Purpose There is no other purpose to the task Imagined (Simulated) problem with a Realistic problem with realistic consequences, fulfillment of the goals except the school one simulated need i.e., varying degree of success and purpose of the chosen Motivation stems from the attractiveness of learning set and does it Motivation is provided by the design of the challenge provided by the task and from have personal value for the Motivation The motivation is the grade, given by the teacher (external motivation) the task and it's results. the satisfaction of the "users" or "public" (inner student. motivation) Cooperation and dialogue between the Cooperation No foreseen cooperation between Planned cooperation in the form of work students. groups. students, students and teachers as well as others is required. No access to sources and interactions, Some sources and interactions are Control no possibilities of guiding the task, its available and the task can be guided to All sources and interactions are readily available and the task progress can be controlled in full. Problem-solving pathway outcome or purpose. some extent. No disturbances, obstacles or conflicts Some small disturbances and obstacles Disturbances and obstacles (technical, Are there multiple Disturbance built into the task, the task provides only are included into the task. contextual, and interpersonal), which are approaches to the solving a "lab" setting common for these situations. the problem and does the On-the-fly feedback from the teacher and problem have multiple classmates according to descriptive criteria solutions arranged beforehand. Allows the students to Occasional, non-systematic "school" advance, make mistakes and learn from them, to Feedback No feedback during problem solving. feedback, during the problem solving be critical of their work and to improve upon it. part of the task. Final feedback comes from »client« satisfaction, possibly through descriptive criteria arranged beforehand. Solving the problem Final feedback from the teacher and the Feedback Number of points, percentage or Short descriptive feedback from the classmates in accordance with criteria arranged Is the final solution useful numerical grade. teacher. beforehand. The final feedback comes from only for the solver or does it client satisfaction. have broader applications User or Audience User or audience not foreseen User or audience foreseen Real user or audience | 4 Developing abilities to solve authentic problems The ability to solve authentic problems using digital technologies is the ability to recognize and understand problems; to independently research, use and synthesize diverse knowledge and digital technologies to solve problem situations in which the problem-solving method is not known/defined in advance; to critically evaluate the problem-solving procedures and results. By systematically and procedurally developing the abilities to solve authentic problems, we are developing knowledge that learners perceive as sensible and that is important for their future lives. Knowledge that will help them to build a “big picture” of the world, or knowledge that will provide them with an in-depth understanding of the phenomena and relationships in the world. In authentic learning situations, learners face concrete challenges, including all the available tools and barriers. On their own – with reasonable support from the teacher – the learners discover and construct knowledge, and look for pathways to solving the problem. Under the STEM PATHWAYS project, we used descriptors for each period of the educational process to define the levels of attaining the ability to solve authentic problems, which the children/pupils/ secondary school students should reach at the end of each educational period. | 5 Developing Abilities to Solve Authentic Problems using Digital Technologies Developing abilities to solve authentic problems using digital technologies (DT) along the vertical PRIMARY SCHOOL KINDERGARTEN SECONDARY SCHOOL 1st EDUCATIONAL TRIAD 2nd EDUCATIONAL TRIAD 3rd EDUCATIONAL TRIAD Level of overcoming barriers Survival level 4: 5 and 6: Levels of Level of helplessness 1 and 2: Survival level 3: attaining Tasks and precisely defined Diverse demanding tasks and digital simple tasks with support from others; independently and with Ordinary tasks, simple and unusual problems; problems; demanding tasks; competences support. problems, independently. independently and in Providing support to others; accordance with one's needs. adapting to others when performing demanding tasks. Ability to recognize and understand Observes a complex the Observes a problem situation, (potentially hypothetical) problem; to Observes and recognizes Observes a problem situation recognizes and understands the problem situation. Extracts independently the problem in a concrete and recognizes the problem. Observes a problem situation, problem. Extracts the essence the essence of the problem. research, use situation. With help from With help from the teacher, recognizes and understands of the problem. Independently, Independently, by using and synthesize the preschool teacher, the uses different methods the problem. When solving also by using DT, looks up the DT, looks up the required diverse learner uses different methods and tools when looking the problem, the learner uses required information and plans information and plans the knowledge and aids when looking for for solutions. Thinks about different methods and aids the problem-solving procedure. problem-solving procedure. and digital a solution. Thinks about the reasonableness of the (including the use of DT), Solves the problem using Chooses and substantiates an technologies the reasonableness of the procedure and the solutions. and critically evaluates the effective strategies. appropriate strategy; solves the to solve the procedure and the solution; Can use DT to support problem procedure and the results. Critically evaluates the problem; critically evaluates problem and can use DT to support problem solving or the presentation of Presents the solutions and procedure and the results; the procedure and the results. to critically solving and the presentation of solutions, with help from the substantiates them. presents the solutions, Presents the solutions, evaluate the solutions, with help from the teacher. providing arguments; suggests providing arguments, and problem- preschool teacher. improvements and changes. suggests improvements and solving changes. procedure and results. | 6 Developing Abilities to Solve Authentic Problems using Digital Technologies Phases of solving authentic problems The solving of authentic problems envisages that learners go through different phases. The recommended phases are presented below. In practice it is not always possible or sensible to include all the mentioned problem-solving phases in a single activity. What matters is that we follow the order and, above all, that we make sure the implemented phases are well thought out and serve their purpose. PHASE ACTIVITIES DIGITAL TECHNOLOGIES REFLECTION 0. PRELIMINARY The teacher prepares a virtual learning – Interactive online environments for PREPARATION environment with activities for each phase collaboration and for monitoring the work 0 of solving an authentic problem, providing through reflection (Moodle, MS Teams, Google instructions for learners (collaboration, reflection, Sites, SEESAW, etc.). 0 defining success criteria, etc.). – Applications for forming groups: TeamUp. 0 1. INSIGHT INTO THE Learners discuss the problem; study the practices – Mind map tools, notice boards, blogs 1 2 PROBLEM SITUATION in their immediate surroundings and the existing (Padlett, Lino, Bubbl.us, CmapTools, Popplet, (CONCEPTUAL DESIGN) material; Mindmeister, etc.). 10 2 extract the essence of the problem; brainstorm – Use a smartphone to take photographs, record, to solve the problem; take part in defining the scan. 1 The learners' and t 2 eacher's reflection takes place success criteria. throughout the SAP phases. The teacher and the learners record, write, post and share audiovisual reflections and feedback on their progress in solving the authentic problem, on the challenges, and on their next steps. 3 43 2. PLANNING Learners discuss and exchange opinions about – Tools for editing shared documents (Google 1 2 4 different problem-solving possibilities; discuss Drive, etc.). and exchange research ideas; contemplate the 3 4 feasibility (accessibility of the required records, materials, requisites, chemicals; collaboration with external experts; time) and prepare an action plan. 5 6 3 54 6 5 6 | 7 5 6 0 1 2 0 0 Developing Abilities to Solve Authentic Problems using Digital Technologies PHASE ACTIVITIES DIGITAL TECHNOLOGIES REFLECTION 3. IMPLEMENTATION Learners conduct research: through experiments, – World Wide Web, databases, collaboration 3 4 using survey questionnaires, collaborating with tools, social networks (virtual library of Slovenia external experts and institutions. COBISS, YouTube, Facebook, Twitter, etc.). 0 Collaborate throughout, exchange shared – Computer-supported laboratory (Vernier 1 21 2 documents. interfaces and sensors), online surveys (Arnes Prepare a presentation, product, etc. Planer, Google Forms, Enka). – Video conferences (Teams, Zoom, etc.), social networks (Facebook, Twitter, etc.). Exchange and co-creation tools (Arnes FileSender, Office 5 6 365, Google Docs, MS Teams, etc.). 4. INQUIRY Learners collect feedback by asking experts, – Video conferences (Zoom, MS Teams, Vox 0 3 4 1 32 4 potential future users, classmates from other Arnes, etc.), social networks (Facebook, Twitter, groups, and the teacher. etc.). Exchange and co-creation tools (Arnes FileSender, Office, etc.). 1 Tools for writing down 2and exchanging reflections 5. IMPROVEMENT Supplement and upgrade the product/solution to (TeamUp, ReFlex, Pedpentool), online blogs 5 6 3 54 6 the problem based on the feedback. (Bloger, Wordpress, Mahara e-Portfolio, etc.). 3 4 6. PRESENTATION 5 6 Learners present the solutions, providing – Presentation tools (Prezi, Powerpoint, arguments; critically evaluate the results and Slideshare, Google SketchUp, YouTube, etc.). suggest improvements to the problem-solving Knowledge assessment tools (Moodle Quiz, procedure. online questionnaires – Google Forms, Arnes Planer, AKF Kviz, Socrative, Kliker, Nearpod, etc.). 5 6 | 8 Collection NA-MA POTI ISSN 2820-4182 Collection editor: Jerneja Bone Developing Abilities to Solve Authentic Problems using Digital Technologies Original title: Razvijanje zmožnosti reševanje avtentičnih problemov z digitalnimi tehnologijami Authors: Anita Poberžnik, Goran Bezjak, Lidija Jerše, Simon Brezovnik, Andreja Klančar, Nik Stopar, Doroteja Smej Skutnik, Felicita Zupančič, Jurij Bajc, Matija Lokar, Vida Manfreda Kolar, Špela Rožanc, Radovan Kranjc, Robert Repnik, Petra Čeh, Amalija Žakelj, Ana Triller, Eva Klemenčič, Mara Cotič, Mateja Ploj Virtič Translation: Ensitra prevajanje, Brigita Vogrinec Škraba, s. p. Design: Simon Kajtna Layout: ABO grafika, d. o. o., Igor Kogelnik Published by: Zavod RS za šolstvo Representative: dr. Vinko Logaj On-line edition Ljubljana, 2022 Available: www.zrss.si/pdf/Resevanje_avtenticnih_problemov_gradniki_ANG.pdf The investment is co-financed by the Republic of Slovenia and the European Union under the European Social Fund. Publication was created in a project NA-MA POTI, 2016–2022, project leader: Jerneja Bone. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 120134403 ISBN 978-961-03-0719-8 (PDF)