From a Development Project to Sustainability in Education
DOI:
https://doi.org/10.55707/ds-po.v41i1.217Keywords:
peer observations, critical thinking, literacy, collaboration among professional workersAbstract
In the development project Natural Science and Mathematical Literacy: Promoting Critical Thinking and Problem Solving, the emphasis was on natural science, mathematical and financial literacy, critical thinking, attitude towards natural sciences and mathematics, solving authentic problems and professional workers’ collaborative work. The qualitative research, which included partnering development- and implementation-oriented educational institutions – kindergartens, primary and secondary schools – was used to study, by analysing answers to open-ended questions through an online survey, the sustainability of the achieved results two years after the project conclusion, compared the activities planned upon the conclusion with those two years after the project conclusion and identified the activities that kindergartens and schools would want to reintroduce. We find that, upon the conclusion, the participants wanted to continue implementing the activities in all areas. Two years after the project conclusion, they mention all three forms of literacy, with an emphasis on financial literacy. Examples of activities are focused on developing critical thinking and solving authentic problems. The activities which were maintained include peer observations, sharing the achieved results with other colleagues, intercurricular planning, while at the same time, they wish to reintroduce these activities.
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