Bridging the Informatics Gap between School and University with the InfoSukces Contest

Panskyi, Taras; Korzeniewska, Ewa

doi:10.15388/infedu.2021.19

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Future research should take this issue into account with a greater sample size. Note that, now, this policy (concerning six-year-olds starting school) has been abandoned in Poland, and six-year-olds learn in pre-schools, while only seven-year-olds enter the first year of primary school [45].…”

Section: Eduball and Motor Skillsmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

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Section: Eduball and Motor Skillsmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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“…They showed how digital media and literacy are being used by primary school students and teachers. Panskyi et al showed how active learning methods, especially gamebased learning, could bridge the gap between schools and universities [44,45]. Moreover, the authors demonstrated the significance of implementing a digital game-based learning approach in out-of-school education to stimulate the creative and innovative learning and teaching of Polish primary school students.…”

Section: A Polish Perspective Beyond Stem/steam Approachesmentioning

confidence: 99%

Educational Data Clustering in Secondary School Sensor-Based Engineering Courses Using Active Learning Approaches

Panskyi,

Korzeniewska,

Firych-Nowacka

2024

Applied Sciences

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The authors investigated the impact of active learning STEM and STEAM approaches on secondary school students’ general engineering knowledge, intrinsic relevance, and creativity. Three out-of-school sensor-based courses were held successively. Every sensor-based course involved the final project development. A structured questionnaire was administered to 379 students and consisted of two critical factors: creativity and intrinsic relevance. The third factor was dedicated to the students’ engineering learning outcomes. Two factors were addressed to secondary school students, while the third factor was addressed to the tutors’ observations of the students’ general sensor-based knowledge. Clustering validation analysis quantified the obtained results and justified the significant differences in all estimated factors for different educational modes. Moreover, the study showcases the value of the arts in sensor-based learning-by-doing courses when tackling complex issues like engineering topics. The authors suggest that broader research be undertaken, involving a larger sample, a greater scale, and a diversity of factors.

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“…A large number of informatics competitions, contests, summer schools, Olympiads, and extracurricular talent development programs for highly motivated students are available. A large number of traditional competitions, including national Olympiads or competitions for young researchers and engineers, which are mainly supported by the Ministry of Education could boost and accelerate the informatics skills of talented students [3]. However, due to the COVID-19 pandemic, all primary school students are forced to stay at home, and teachers, headmasters and organizers of out-of-school activities changed the formula of the previously traditional informatics education to the version with the use of the Internet.…”

Section: Introductionmentioning

confidence: 99%

The Comparative Estimation of Primary Students’ Programming Outcomes Based on Traditional and Distance Out-of-School Extracurricular Informatics Education in Electronics Courses during the Challenging COVID-19 Period

Panskyi

Biedron

Grudzień

et al. 2021

Sensors

Self Cite

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The authors decided to investigate the impact of the lockdown period and the resulting limitations in informatics education, especially programming, in out-of-school electronics courses using traditional and distance learning modes in primary school COVID-19 pandemic settings. Two extracurricular courses were held successively; the first electronics course was performed in a traditional out-of-school learning mode using Arduino kits, while the other was held using the TinkerCad circuits virtual environment in distance learning mode. A structured questionnaire was administered to students to map their knowledge of programming. The questionnaire consists of three emotional dimensions: enjoyment, satisfaction and motivation. The fourth dimension was dedicated to the students’ programming outcomes. Three emotional dimensions were addressed to primary school students, while the fourth dimension was addressed to the tutors’ observations toward the students’ programming outcomes. The obtained results revealed that learning modes have no significant impact on students perceiving the programming issues. However, three emotional dimensions revealed a significant difference in the students’ enjoyment, satisfaction and motivation in favor of the traditional learning mode. Our findings are of particular interest in light of possible crisis-prompted distance education in the future but can also serve to inform government institutions and policymakers seeking to develop effective concepts for successful distance learning.

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Bridging the Informatics Gap between School and University with the InfoSukces Contest

Cited by 4 publications

References 24 publications

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Educational Data Clustering in Secondary School Sensor-Based Engineering Courses Using Active Learning Approaches

The Comparative Estimation of Primary Students’ Programming Outcomes Based on Traditional and Distance Out-of-School Extracurricular Informatics Education in Electronics Courses during the Challenging COVID-19 Period

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