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Izlau\u0161an\u0101s istabu (II) popularit\u0101te p\u0113d\u0113jos 10 gados ir strauji pieaugusi. Tagad t\u0101s ir pla\u0161i izplat\u012btas un atrodamas vis\u0101s Eiropas valst\u012bs, \u012bpa\u0161i galvaspils\u0113t\u0101s. Iepriek\u0161\u0113j\u0101 sada\u013c\u0101 m\u0113s sniedz\u0101m izlau\u0161an\u0101s istabu raksturojumu, apskat\u012bj\u0101m to iesp\u0113jamos form\u0101tus un pla\u0161\u0101s izmanto\u0161anas iesp\u0113jas. Ir pien\u0101cis laiks izanaliz\u0113t, k\u0101p\u0113c izlau\u0161an\u0101s istabas var\u0113tu b\u016bt noder\u012bgs r\u012bks izgl\u012bt\u012bb\u0101, konkr\u0113ti STEAM apguv\u0113. Pirms p\u0101rejas uz STEAM izgl\u012bt\u012bbu, vispirms fokus\u0113simies uz sp\u0113l\u0113 balst\u012bt\u0101m m\u0101c\u012bb\u0101m, to noz\u012bmi un saikni ar izlau\u0161an\u0101s istab\u0101m, tad apskat\u012bsim, k\u0101 \u0161os abus j\u0113dzienus var integr\u0113t iepriek\u0161min\u0113tajos izlau\u0161an\u0101s istabu form\u0101tos.<\/p>\n
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1.1. Koncepcija: sp\u0113l\u0113s balst\u012bta m\u0101c\u012b\u0161an\u0101s<\/h2>\n
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P\u0113d\u0113j\u0101s desmitgad\u0113s par\u0101d\u012bju\u0161ies tr\u012bs galvenie apz\u012bm\u0113jumi, kas m\u0113\u0123ina raksturot jauno tendenci izgl\u012bt\u012bb\u0101 un m\u0101c\u012bbu proces\u0101 integr\u0113t sp\u0113les elementus: sp\u0113l\u0113s balst\u012bta m\u0101c\u012b\u0161an\u0101s, sp\u0113l\u0113\u0161an\u0101s un izgl\u012btojo\u0161\u0101s sp\u0113les<\/strong>. T\u0101 k\u0101 visi \u0161ie j\u0113dzieni ir saist\u012bti ar vienu un to pa\u0161u jomu, cilv\u0113ki m\u0113dz tos lietot vien\u0101d\u0101 noz\u012bm\u0113. Tom\u0113r \u0161ie izteicieni neattiecas glu\u017ei uz vienu un to pa\u0161u par\u0101d\u012bbu.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n K\u0101 to defin\u0113 Meihua Qian un Karen R. Clark (2016), sp\u0113l\u0113s balst\u012bta m\u0101c\u012b\u0161an\u0101s<\/strong> ir zin\u0101\u0161anu uzlabo\u0161ana un prasmju apguve ar sp\u0113les satura un elementu pal\u012bdz\u012bbu[1]<\/a>. Sp\u0113l\u0113s balst\u012bta m\u0101c\u012b\u0161an\u0101s pieeja p\u0101rv\u0113r\u0161 izgl\u012bt\u012bbas programmas apguvi sp\u0113l\u0113.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Izgl\u012btojo\u0161\u0101s sp\u0113les<\/strong> ir l\u012bdz\u012bgas. T\u0101s ir izveidotas tikai m\u0101c\u012bbu nol\u016bkam. K\u0101 skaidro D\u017euljeta Denija, at\u0161\u0137ir\u012bba starp ab\u0101m atkar\u012bga no to izveido\u0161anas m\u0113r\u0137a.[2]<\/a> Izgl\u012btojo\u0161\u0101s sp\u0113les var izmantot sp\u0113l\u0113s balst\u012bt\u0101 m\u0101c\u012b\u0161an\u0101s pieej\u0101 k\u0101 vienu no elementiem. Ta\u010du s\u0101kotn\u0113ji \u0161\u012bs sp\u0113les ne vienm\u0113r bija paredz\u0113tas m\u0101c\u012bb\u0101m. \u0160eit ir viens izgl\u012btojo\u0161as sp\u0113les piem\u0113rs: \u201cLa machine \u00e0 remonter le temps 14\/18\u201d, kas ir Francijas un V\u0101cijas telev\u012bzijas kan\u0101la Arte iecere.[3]<\/a> T\u0101s pamat\u0101 ir ideja \u013caut sp\u0113l\u0113t\u0101jiem iejusties Pirm\u0101 pasaules kara period\u0101, iemiesojoties vien\u0101 no 28 dotajiem person\u0101\u017eiem. V\u0101cij\u0101, 2014. gad\u0101 \u0161ai sp\u0113lei tika pie\u0161\u0137irta balva \u201cComedius EduMedia\u201d. \u0160\u012b sp\u0113le Francijas tie\u0161saistes platform\u0101 serious-game.fr<\/a>, kas ir izgl\u012btojo\u0161o sp\u0113\u013cu datu b\u0101ze fran\u010du valod\u0101, raksturota k\u0101 \u012bsts atradums.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Savuk\u0101rt gamifik\u0101cija <\/strong>ir at\u0161\u0137ir\u012bga. Uz\u0146\u0113mums \u201cGrowth Engineering\u201d sav\u0101 t\u012bmek\u013ca vietn\u0113 to raksturo k\u0101 \u201csp\u0113\u013cu meh\u0101nikas izmanto\u0161anu nesp\u0113\u013cu vid\u0113, lai padar\u012btu to saisto\u0161\u0101ku\u201d[4]<\/a>. L\u012bdz ar to sp\u0113\u013cu laik\u0101 netiek rad\u012bta sp\u0113le. Sp\u0113\u013cu meh\u0101ni\u0137i analiz\u0113, ekstrah\u0113 un pielieto vid\u0113, kur tie parasti neeksist\u0113. Ikdienas dz\u012bv\u0113 visredzam\u0101kais un pla\u0161\u0101k izplat\u012btais gamifik\u0101cijas piem\u0113rs, iesp\u0113jams, ir lojalit\u0101tes kar\u0161u j\u0113dziens, kas atrodams daudzos veikalos vis\u0101 pasaul\u0113, jo tie rada saj\u016btu, kad t\u0101 ir pabeigta. Uz\u0146\u0113mumos past\u0101v vair\u0101kas metodes, un da\u017eas tiek kritiz\u0113tas vair\u0101k nek\u0101 citas. Ir iesp\u0113jams izveidot vad\u012bt\u0101ju padomes, progresa joslas un izaicin\u0101jumus, kas papildin\u0101ti ar balv\u0101m, piem\u0113ram, \u017eetoniem. Izgl\u012bt\u012bb\u0101 labi paz\u012bstam\u0101 valodu apguves vietne DuoLingo ir labs piem\u0113rs, jo t\u0101 pla\u0161i izmanto gamifik\u0101cijas pa\u0146\u0113mienus. Katras nodarb\u012bbas beig\u0101s pie\u0161\u0137ir punktus, kas pal\u012bdz tikt uz vad\u012bbas d\u0113\u013ca, kas tiek atjaunots katru ned\u0113\u013cu. Bez tiem ir ar\u012b \u017eetonu kolekcija, kas tiek izc\u012bn\u012bta, pieveicot da\u017e\u0101das probl\u0113mas. Turkl\u0101t past\u0101v ar\u012b foruma diskusiju sist\u0113ma, lai veicin\u0101tu savstarp\u0113ju pal\u012bdz\u012bbu un pieder\u012bbas saj\u016btu. Tas viss padara valodu apguvi v\u0113l saisto\u0161\u0101ku, kaut ar\u012b DuoLingo nav sp\u0113le. \u0160aj\u0101 rokasgr\u0101mat\u0101 m\u0113s piev\u0113rs\u012bsimies uz sp\u0113li balst\u012bt\u0101m m\u0101c\u012bb\u0101m, jo \u0161\u012b koncepcija ir vair\u0101k piel\u0101gota izlau\u0161an\u0101s istabai.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]Jaunie\u0161iem ir k\u013cuvis arvien gr\u016bt\u0101k iesaist\u012bties visp\u0101r\u0113j\u0101s un \u201cregul\u0101r\u0101s\u201d izgl\u012bt\u012bbas sist\u0113mas apguv\u0113. Interneta att\u012bst\u012bba, t\u0101 pieaugo\u0161\u0101 ietekme uz jaun\u0101ko paaudzi un videosp\u0113\u013cu populariz\u0101cija var b\u016bt saist\u012bta ar pieaugo\u0161o neieinteres\u0113t\u012bbu.[\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Uz sp\u0113li balst\u012bta m\u0101c\u012b\u0161an\u0101s ir m\u0113\u0123in\u0101jums risin\u0101t \u0161o probl\u0113mu. Daudzi p\u0113t\u012bjumi tika public\u0113ti 2000. gados par t\u0101 ietekmi un priek\u0161roc\u012bb\u0101m m\u0101c\u012bbu proces\u0101, un galvenais arguments bija t\u0101ds, ka sp\u0113les rada labv\u0113l\u012bgu vidi, lai iesaist\u012btu skol\u0113nus m\u0101c\u012bbu proces\u0101. Ir atrastas \u0161\u0101das ietekmes<\/strong>:[5]<\/a>:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201cLab\u0101 datorsp\u0113l\u0113 vai videosp\u0113l\u0113 j\u016bs vienm\u0113r sp\u0113l\u0113jat sav\u0101 meistar\u012bbas l\u012bmen\u012b, vienm\u0113r uz zaud\u0113juma robe\u017eas. Kad sp\u0113l\u0113 zaud\u0113, tu j\u016bti v\u0113lmi non\u0101kt atpaka\u013c. Tas ir t\u0101p\u0113c, ka gandr\u012bz nekas nav tik saisto\u0161s k\u0101 \u0161is st\u0101voklis, kad tu str\u0101d\u0101 pie sav\u0101m sp\u0113j\u0101m.\u201d[6]<\/a>.<\/p>\n<\/blockquote>\n GBL pal\u012bdz sasniegt \u0161o st\u0101vokli, ko cit\u0101di ir sare\u017e\u0123\u012bti sasniegt form\u0101l\u0101s izgl\u012bt\u012bbas procesos. Tom\u0113r, k\u0101 atz\u012bm\u0113ja Sauv\u00e9 L., Renaud L. & Gauvin M., izgl\u012btojam\u0101 motiv\u0101cija ir atkar\u012bga no vi\u0146a interes\u0113m, galven\u0101 m\u0113r\u0137a sasnieg\u0161anas, un no uztveres, k\u0101da vi\u0146am\/vi\u0146ai ir attiec\u012bb\u0101 uz uzdevuma apjomu. T\u0101p\u0113c nopietno sp\u0113\u013cu rad\u012bt\u0101jiem j\u0101cen\u0161as aktiviz\u0113t iepriek\u0161 min\u0113to st\u0101vokli, vienlaikus paturot pr\u0101t\u0101, ka p\u0101r\u0101k gr\u016btam vai p\u0101r\u0101k vienk\u0101r\u0161am uzdevumam ir tendence garlaikot izgl\u012btojamo.<\/p>\n<\/li>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Richard Bartle, pirm\u0101s daudzsp\u0113l\u0113t\u0101ju virtu\u0101l\u0101s pasaules MUD1 <\/strong>izgudrot\u0101js, apraksta \u010detras sp\u0113lma\u0146u kategorijas, kas saist\u012btas ar atsevi\u0161\u0137\u0101m person\u012bb\u0101m: socializ\u0113t\u0101jiem, sasniedz\u0113ji, slepkavas un p\u0113tnieki.[7]<\/a> Katrai kategorijai ir at\u0161\u0137ir\u012bgas intereses un t\u0101 rea\u0123\u0113 uz sp\u0113l\u0113m at\u0161\u0137ir\u012bgi. Kop\u0161 t\u0101 laika ir veikti citi m\u0113\u0123in\u0101jumi iedal\u012bt kategorij\u0101s. Viens no tiem ir Andrzej Marczewski izveidotais Hexad atska\u0146ot\u0101ja tips<\/strong>, kas sadala sp\u0113l\u0113t\u0101jus divpadsmit da\u017e\u0101d\u0101s grup\u0101s.[8]<\/a> Neatkar\u012bgi no kategorijas, kurai m\u0113s izv\u0113lamies sekot, secin\u0101jums ir t\u0101ds pats: sp\u0113l\u0113m ir j\u0101\u0146em v\u0113r\u0101 sp\u0113l\u0113t\u0101ja tips, vai nu koncentr\u0113joties uz vienu kategoriju, vai ar\u012b cen\u0161oties piel\u0101goties vis\u0101m. Tas ir pat v\u0113l svar\u012bg\u0101k ar sp\u0113l\u0113 balst\u012btu m\u0101c\u012b\u0161anos. Nenoliedzami, motiv\u0101cija ir GBL galvenais m\u0113r\u0137is; tas ir iemesls, k\u0101p\u0113c \u0161\u012b tehnika uz b\u0113rniem iedarbojas lab\u0101k nek\u0101 citas. Piem\u0113ram, m\u0113s var\u0113tu p\u0101rliecin\u0101ties, ka sp\u0113lei ir pietiekami daudz izaicin\u0101jumu, lai apmierin\u0101tu m\u0113r\u0137auditoriju un diskusiju telpu socializ\u0113t\u0101jiem.[9]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Diem\u017e\u0113l vair\u0101k p\u0113t\u012bjumu un anal\u012b\u017eu par \u0161o t\u0113mu nav. Piem\u0113ram, Meihua Qian un Karena R. Clark 2016. gad\u0101 uzsv\u0113ra zin\u0101\u0161anu tr\u016bkumu par sare\u017e\u0123\u012bt\u012bbas pak\u0101pi, kas nepiecie\u0161ama sp\u0113l\u0113, lai ieg\u016btu \u201cj\u0113gpilnu m\u0101c\u012b\u0161anos\u201d.[10]<\/a> <\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n GBL prakses noz\u012bmi labi par\u0101da to integr\u0101cija kult\u016bras mantojum\u0101. Nav nekas neparasts, ja b\u0113rni nelabpr\u0101t apmekl\u0113 muzejus, pilis vai da\u017e\u0101das kult\u016bras un v\u0113stures \u0113kas. Tom\u0113r, t\u0101 k\u0101 \u0123imenes veido liel\u0101ko da\u013cu klientus, ir \u013coti saprotams, ka muzeji att\u012bst\u012bja pa\u0146\u0113mienus, k\u0101 piesaist\u012bt b\u0113rnus. Liel\u0101k\u0101 da\u013ca b\u0113rnu iesaist\u012b\u0161anai pa\u013caujas uz rota\u013c\u0101m un citiem rota\u013c\u012bgiem un pedago\u0123iskiem l\u012bdzek\u013ciem, padarot vi\u0146u apmekl\u0113jumu satur\u012bgu un neaizmirstamu.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n It\u0101lij\u0101 \u201cCooperative Sistema Museo\u201d palaida izlau\u0161an\u0101s istabu hipogeuma viet\u0101. Trento centrs ir atv\u0113ris izlau\u0161an\u0101s istabu, kas saist\u012bta ar te\u0101tra izr\u0101di un fizi\u0137a Majorana fig\u016bru. Holand\u0113 Villa Mondriaan muzejs, kas velt\u012bts gleznot\u0101jam, kura v\u0101rd\u0101 tas nosaukts, ir nodro\u0161in\u0101jis sevi ar past\u0101v\u012bgu skvoteru med\u012bb\u0101m.[11]<\/a> \u0160\u012b GBL prakse neattiecas tikai uz b\u0113rniem un jaunie\u0161iem. Francij\u0101 2019. gad\u0101 slavenais Palais Garnj\u0113<\/strong>, kas paz\u012bstams ar\u012b k\u0101 Francijas Nacion\u0101l\u0101 opera, regul\u0101ri darbin\u0101ts dz\u012bvs- izm\u0113ra iegremd\u0113jams piedz\u012bvojums, kur\u0101 dal\u012bbniekiem n\u0101c\u0101s atrisin\u0101t Operas fantoma<\/em> l\u0101stu.[12]<\/a> M\u0113r\u0137auditorija nebija b\u0113rni, bet gan sp\u0113l\u0113tgribo\u0161i pieaugu\u0161ie, kuri cit\u0101di, iesp\u0113jams, nav apmekl\u0113ju\u0161i vietni. Izlau\u0161an\u0101s istabas \u2013 vai l\u012bdz\u012bgas sp\u0113les \u2013 ir labs veids, k\u0101 iesaist\u012bt gan b\u0113rnus, gan pieaugu\u0161os, jo gr\u016bt\u012bbas l\u012bmenis var at\u0161\u0137irties.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Izlau\u0161an\u0101s istabas ir lielisks piem\u0113rs tam, k\u0101 var\u0113tu izskat\u012bties sare\u017e\u0123\u012bts un piln\u012bgs sp\u0113l\u0113s balst\u012btas m\u0101c\u012b\u0161an\u0101s projekts, jo tas ir saist\u012bts ar visu iepriek\u0161 min\u0113to ietekmi.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201c\u010cetru sp\u0113\u013cu br\u012bv\u012bba\u201d<\/strong> ir j\u0113dziens, ko rad\u012bjis MIT profesors Skots Osterveils. L\u012bdz\u012bgi k\u0101 sp\u0113l\u0113t\u0101ju tipos, vi\u0146us ir svar\u012bgi integr\u0113t, jo vi\u0146i var izskaidrot, k\u0101p\u0113c b\u0113rni, \u0161\u0137iet, neiesaist\u0101s sp\u0113l\u0113 pietiekami labi.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Pirmais ir br\u012bv\u012bba izg\u0101zties<\/strong>, kas b\u016bt\u012bb\u0101 ir ikvienas sp\u0113les kodols: iesp\u0113ja izg\u0101zties un s\u0101kt sp\u0113li no s\u0101kuma. \u0160aj\u0101 proces\u0101 ir integr\u0113ts labi zin\u0101ms un pier\u0101d\u012bts m\u0101c\u012b\u0161an\u0101s meh\u0101nisms, kas ir s\u0101cies 19. gadsimta beig\u0101s un ir pla\u0161i p\u0113t\u012bts kop\u0161 asto\u0146desmitajiem gadiem. Atk\u0101rtota neveiksme \u013cauj skol\u0113niem atpaz\u012bt, atcer\u0113ties un p\u0101rvar\u0113t pie\u013cauto k\u013c\u016bdu.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Otrais ir br\u012bv\u012bba veikt izp\u0113ti vai eksperiment\u0113t<\/strong>. T\u0101 k\u0101 sp\u0113les \u013cauj s\u0101kt no jauna, t\u0101s \u013cauj ar\u012b m\u0113\u0123in\u0101t sasniegt savu m\u0113r\u0137i cit\u0101di, izmantojot da\u017e\u0101das strat\u0113\u0123ijas, un noteikt, kura darbojas vislab\u0101k.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Tre\u0161ais ir br\u012bv\u012bba izm\u0113\u0123in\u0101t da\u017e\u0101das identit\u0101tes<\/strong>. Sp\u0113les dod iesp\u0113ju b\u016bt tam, kas v\u0113lies b\u016bt. Tie, iesp\u0113jams, pal\u012bdz\u0113s atkl\u0101t to person\u012bbas da\u013cu jums, par kuru nezin\u0101j\u0101t, piem\u0113ram, m\u0101c\u012bties no k\u0101da l\u012bdera prasmes, sp\u0113l\u0113jot vair\u0101ku sp\u0113l\u0113t\u0101ju sp\u0113les.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Ceturtais ir centienu br\u012bv\u012bba<\/strong>. Sp\u0113les \u013cauj sp\u0113l\u0113t da\u017e\u0101dos \u0101trumos, iesaist\u012bties tajos da\u017e\u0101di atbilsto\u0161i sp\u0113l\u0113t\u0101ja ikdienas motiv\u0101cijai.[13]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n T\u0101s ar\u012b j\u0101uzskata par \u010detr\u0101m m\u0101c\u012bbu br\u012bv\u012bb\u0101m. Tom\u0113r skol\u0101s t\u0101s nav bie\u017ei sastopamas.[14]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Relat\u012bvi jaun\u0101 tendence p\u0113tniec\u012bb\u0101 ir v\u0113rsta uz kompetences un prasmju kopumu, kas nepiecie\u0161amas, lai g\u016btu pan\u0101kumus 21. gadsimta sabiedr\u012bb\u0101. \u0160eit ir Meihua Qian un Karen R. Clark sniegtais saraksts (2016):<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Iepriek\u0161 tika min\u0113ts, ka GBL pal\u012bdz\u0113ja skol\u0113niem att\u012bst\u012bt prasmes. T\u0101s var at\u0161\u0137irties atkar\u012bb\u0101 no sp\u0113l\u0113t\u0101s sp\u0113les un t\u0101s \u012bpa\u0161\u012bb\u0101m: t\u0101 ir daudzsp\u0113l\u0113t\u0101ju sp\u0113le? Vai to var atrisin\u0101t vienatn\u0113? Vai t\u0101 ir nopietna sp\u0113le? Vai t\u0101 ir tie\u0161saistes sp\u0113le? Vai pirmais m\u0113r\u0137is ir strat\u0113\u0123ija vai soci\u0101la mijiedarb\u012bba?<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n T\u0101 k\u0101 ir \u013coti daudz iesp\u0113ju, m\u0113s cent\u012bsimies atspogu\u013cot \u0161eit vissvar\u012bg\u0101k\u0101s un paman\u0101m\u0101k\u0101s prasmes, ko GBL var izmantot neatkar\u012bgi no sp\u0113l\u0113 izmantotajiem l\u012bdzek\u013ciem. <\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Pirm\u0101s ir galven\u0101s 4 C, proti:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n GBL veicina ar\u012b probl\u0113mu risin\u0101\u0161anas un argument\u0101cijas prasmes.[16]<\/a> <\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n T\u0101 k\u0101 prasmju apguve no sp\u0113les uz sp\u0113li at\u0161\u0137iras, skolot\u0101jam, kas izmanto GBL, j\u0101piev\u0113r\u0161 \u012bpa\u0161a uzman\u012bba sp\u0113les veidam un j\u0101koncentr\u0113jas uz to, kur\u0161 b\u016bs visnoder\u012bg\u0101kais skol\u0113niem. T\u0101p\u0113c var\u0113tu b\u016bt nepiecie\u0161ama ar\u012b skol\u0113nu vajadz\u012bbu anal\u012bze pirms sp\u0113les noform\u0113\u0161anas un t\u0101s ievie\u0161anas klas\u0113.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Izlau\u0161an\u0101s istabas at\u0161\u0137iras no cit\u0101m sp\u0113l\u0113m, jo past\u0101v viena b\u016btiska iez\u012bme: to daudzfunkcionalit\u0101te. Lai t\u0101s atrisin\u0101tu, nepiecie\u0161amas daudz da\u017e\u0101du prasmju. Piem\u0113ram, probl\u0113mu risin\u0101\u0161anas prasmes<\/strong> tiek p\u0101rbaud\u012btas, jo telp\u0101 tiek pasl\u0113ptas vair\u0101kas m\u012bklas un priek\u0161meti. \u013boti svar\u012bga ir laika un spiediena p\u0101rvald\u012bba<\/strong>, jo sp\u0113l\u0113t\u0101jiem tiek dots ierobe\u017eots laiks, lai atrisin\u0101tu probl\u0113mas. Organizatorisk\u0101 p\u0101rvald\u012bba<\/strong> ir noder\u012bga, lai apkopotu visus probl\u0113mu risin\u0101\u0161anas proces\u0101 ieg\u016btos datus un risin\u0101jumus.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Turkl\u0101t ac\u012bmredzot ir nepiecie\u0161ama komunik\u0101cija un sadarb\u012bba<\/strong>, jo nav iesp\u0113jams atrisin\u0101t sp\u0113li tikai vienam. Pat ja sp\u0113l\u0113t\u0101jam b\u016btu visas prasmes, kas nepiecie\u0161amas, lai atrisin\u0101tu katru m\u012bklu, laika ierobe\u017eojums joproj\u0101m b\u016btu t\u0101ds, ka tas attur\u0113tu vi\u0146us no pan\u0101kumiem.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Rezum\u0113jot, m\u0113s iev\u0113rojam, ka gan GBL, gan izlau\u0161an\u0101s istabas, kas ir v\u0113l svar\u012bg\u0101k, aktiviz\u0113 21. gadsimta prasmes.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Tagad, kad metodika un pedago\u0123isk\u0101 interese ir aptverta, apl\u016bkosim n\u0101kamo \u0161\u012b projekta koncepciju: STEAM<\/strong>.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n STEAM radies no STEM, bet kas ir STEM? Sa\u012bsin\u0101jums apz\u012bm\u0113 Zin\u0101tni, Tehnolo\u0123ijas, In\u017eenieriju, Matem\u0101tiku<\/strong>. Sa\u012bsin\u0101jums \u201cSTEAM\u201d noz\u012bm\u0113 pieeju m\u0101c\u012bb\u0101m, kas apvieno \u010detrus STEM priek\u0161metus, k\u0101 ar\u012b M\u0101kslu<\/strong>, lai kop\u0101 izveidotu starpdisciplin\u0101ru m\u0101c\u012b\u0161anu ar sp\u0113c\u012bgiem re\u0101liem pielietojumiem dz\u012bv\u0113. T\u0101 ir rad\u012bta, lai veicin\u0101tu b\u0113rnu interesi un izpratni par tematiem, kurus uzskata par nedaudz sare\u017e\u0123\u012btiem un garlaic\u012bgiem. STEM izgl\u012bt\u012bba pied\u0101v\u0101 pamatu re\u0101lajai dz\u012bvei, veidu, k\u0101 m\u0101c\u012bties, darot, iesp\u0113ju izprast ieg\u016bt\u0101 saturu.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n K\u0101p\u0113c STEM ir svar\u012bgs? K\u0101 m\u0113s paskaidroj\u0101m \u0161\u012bs rokasgr\u0101matas ievad\u0101, jaun\u0101kie PISA testa rezult\u0101ti run\u0101 pa\u0161i par sevi.[17]<\/a Eiropas valstis ne tuvu nav izcil\u0101k\u0101s valstis. \u0160ie zemie r\u0101d\u012bt\u0101ji liek r\u012bkoties, jo zin\u0101tnisk\u0101s atzi\u0146as ir b\u016btiskas m\u016bsdienu sabiedr\u012bb\u0101, lai risin\u0101tu probl\u0113mas, kas m\u016bs sagaida. C\u012b\u0146a par IZGL\u012aT\u012aBAS integr\u0113\u0161anu ir bijusi ilga, un t\u0101 v\u0113l nav beigusies. Tom\u0113r vald\u012bbas s\u0101k apzin\u0101ties t\u0101s noz\u012bmi un \u012bstenot to sav\u0101 izgl\u012bt\u012bbas sh\u0113m\u0101. Tas attiecas uz Austr\u0101liju, kura 2015. gad\u0101 uzs\u0101ka vair\u0101kas finans\u0113tas iniciat\u012bvas sav\u0101s skol\u0101s.[18]<\/a> Eiropas l\u012bmen\u012b Eiropas Komisija 2015. gad\u0101 public\u0113ja zi\u0146ojumu \u201cZin\u0101tnes izgl\u012bt\u012bba atbild\u012bgai pilson\u012bbai\u201d, kur\u0101 galven\u0101 uzman\u012bba piev\u0113rsta STEM.[19]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n STEM izgl\u012bt\u012bbas galvenie m\u0113r\u0137i ir att\u012bst\u012bt studentu kritisko dom\u0101\u0161anu, probl\u0113mu risin\u0101\u0161anas prasmes un sp\u0113ju saist\u012bt zin\u0101tnes koncepcijas ar re\u0101l\u0101m situ\u0101cij\u0101m.[20]<\/a><\/p><\/blockquote>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n STEM izgl\u012bt\u012bbai un uz sp\u0113l\u0113m balst\u012btai m\u0101c\u012b\u0161an\u0101s ir viens no \u012bpa\u0161iem pozit\u012bviem rezult\u0101tiem: t\u0101s abas palielina b\u0113rnu motiv\u0101ciju m\u0101c\u012bb\u0101s, atvieglina procesa un pal\u012bdz\u012bbas apg\u016b\u0161anas prasmes, ko vi\u0146i neb\u016btu ieguvu\u0161i parast\u0101 m\u0101c\u012bbu stund\u0101 klas\u0113. Tom\u0113r t\u0101s nav savstarp\u0113ji izsl\u0113dzo\u0161as, bet lab\u0101k str\u0101d\u0101 kop\u0101.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n STEAM ir jaunais main\u012bgais STEM pasaul\u0113. Sa\u012bsin\u0101jumam pievieno \u201cM\u0101kslu\u201d. M\u0113s atkl\u0101sim, k\u0101p\u0113c \u0161\u012b papildu v\u0113stule ir svar\u012bga un k\u0101p\u0113c t\u0101 vair\u0101k ietekm\u0113 discipl\u012bnu. Turkl\u0101t m\u0113s redz\u0113sim, k\u0101 Izlau\u0161an\u0101s Istabas iederas STEM kontekst\u0101. Tie liel\u0101koties darbojas k\u0101 r\u012bks, konveijers. Par katru STEM t\u0113mu jau past\u0101v daudzi scen\u0101riji un ce\u013cve\u017ei: n\u0101kamaj\u0101s sada\u013c\u0101s m\u0113s izcelsim vair\u0101kus veiksm\u012bgus piem\u0113rus.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n ASV Nacion\u0101l\u0101 p\u0113tniec\u012bbas padome ir defin\u0113jusi zin\u0101tni k\u0101:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201cdabas pasaules izp\u0113te, tostarp dabas likumi, kas saist\u012bti ar fiziku, \u0137\u012bmiju un biolo\u0123iju, un ar \u0161\u012bm discipl\u012bn\u0101m saist\u012bto faktu, principu, koncepciju vai konvenciju apstr\u0101de vai pielieto\u0161ana\u201d[21]<\/a><\/p><\/blockquote>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n L\u016bk, piem\u0113rs uz zin\u0101tni balst\u012btai Izlau\u0161an\u0101s istabai: La Disparition<\/strong>, ko rad\u012bja Aurelie le Hir fran\u010du klases 2nd beidz\u0113jiem (15-16 gadus veci).[22]<\/a>. P\u0113c ielau\u0161an\u0101s vidusskolas dabaszin\u0101t\u0146u laboratorij\u0101 3 l\u012bdz 5 skol\u0113nu grupas k\u013c\u016bst par policijas izmekl\u0113t\u0101jiem un t\u0101m j\u0101atrisina noziegums.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n M\u0113r\u0137i ir \u0161\u0101di: atrast upura un vaininieka identit\u0101ti, noskaidrot, k\u0101 vain\u012bgais nolaup\u012bja upurus, k\u0101 ar\u012b izk\u013c\u016btt no istabas pa to pa\u0161u ce\u013cu, pa kuru iet vain\u012bgais. \u0160\u012b scen\u0101rija un m\u012bklu pamat\u0101 ir divi j\u0113dzieni, kas m\u0101c\u012bti \u0161aj\u0101 biolo\u0123ijas klas\u0113: asins paraugu \u0146em\u0161ana un ziedputek\u0161\u0146u anal\u012bze.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n ASV Nacion\u0101l\u0101 p\u0113tniec\u012bbas padome ir defin\u0113jusi tehnolo\u0123ijas k\u0101:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201cvisa cilv\u0113ku un organiz\u0101ciju sist\u0113ma, zin\u0101\u0161anas, procesi un ier\u012bces, kas darbojas tehnolo\u0123isko artefaktu, k\u0101 ar\u012b pa\u0161u artefaktu rad\u012b\u0161an\u0101 un izmanto\u0161an\u0101.\u201d [23]<\/a><\/p><\/blockquote>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n L\u016bk, piem\u0113rs uz tehnolo\u0123ij\u0101m balst\u012btai Izlau\u0161an\u0101s istabai: Retrouvez les bases de l’informatique<\/strong> (Rougpermanently translated: \u201cFind the Fundals OF it\u201d), ko izveidoja Aurore Dupuy, Enora Gabory un Celia Kessassi 6 Francijas 3. un 2. kursa studentu grupai (14-16 gadus veci).[24]<\/a>Hipot\u0113tisk\u0101 n\u0101kotn\u0113 cilv\u0113ku grupa \u2013 saukta par Antithek<\/strong>, baidoties no IT sp\u0113ka \u2013 nol\u0113ma rad\u012bt v\u012brusu, kas izn\u012bcin\u0101tu internetu un visas pievienot\u0101s ier\u012bces. Cilv\u0113ki ar IT zin\u0101\u0161an\u0101m ir likvid\u0113ti. Juzdams, ka tuvojas uzbrukums, IT zin\u0101tnieks rad\u012bja slepenu telpu, lai pal\u012bdz\u0113tu visiem no jauna atkl\u0101t zaud\u0113t\u0101s zin\u0101\u0161anas. Tom\u0113r vi\u0146\u0161 to ietina kodos un inigramm\u0101s. \u0160aj\u0101 ER studenti sp\u0113l\u0113 novusu pulci\u0146u, un tam ir j\u0101ilgst stundu \u2013 laiks, kas atlicis, l\u012bdz Antitheks non\u0101k slepenaj\u0101 telp\u0101 \u2013 atrisin\u0101s m\u012bklas. M\u0101c\u012bbu programmu j\u0113dzieni, uz kuriem attiecas \u0161is ER, ir datora komponenti, bin\u0101r\u0101 p\u0101rveide, att\u0113lu kod\u0113\u0161ana, datub\u0101ze, algoritmi utt. K\u0101 nor\u0101da skolot\u0101ji, kuri \u012bstenoja \u0161o ER scen\u0101riju, to var viegli piel\u0101got da\u017e\u0101d\u0101m vecuma grup\u0101m, t\u0101s pievienojot vai no\u0146emot nor\u0101d\u012bjumus.[25]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n ASV Nacion\u0101l\u0101 p\u0113tniec\u012bbas padome ir defin\u0113jusi in\u017eenierzin\u0101tnes k\u0101:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201cZIN\u0100\u0160ANU kopums par produktu izstr\u0101di un rad\u012b\u0161anu un probl\u0113mu risin\u0101\u0161anas procesu. In\u017eenierzin\u0101tn\u0113s un matem\u0101tik\u0101 un tehnolo\u0123iskajos instrumentos tiek izmantotas koncepcijas.\u201d[26]<\/a><\/p><\/blockquote>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n In\u017eenierija ir t\u0113ma, kurai, \u0161\u0137iet, ir maz\u0101k \u012bstenoto ER piem\u0113ru. Tom\u0113r vienu scen\u0101rija ideju var atrast t\u012bmek\u013ca vietnes Instructables<\/a>lap\u0101, kur\u0101 apkopotas da\u017e\u0101das apm\u0101c\u012bbas par da\u017e\u0101du projektu veido\u0161anu. ER izveidoja skolot\u0101js (zem pseidon\u012bma TeacherMike<\/strong>) vidusskol\u0113niem, bet prec\u012bzs m\u0113r\u0137auditorijas vecums vai pak\u0101pe nav zin\u0101ma. Ar m\u012bkl\u0101m tiek risin\u0101ti t\u0101di j\u0113dzieni k\u0101 Design Process, Unit Transversion un CAD Modelling. Scen\u0101rijs pats par sevi ir pavisam vienk\u0101r\u0161s, bet to jaut\u0101jumu skaits, uz kuriem attiecas ER, ir liels.[27]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n ASV Valsts p\u0113tniec\u012bbas padome ir defin\u0113jusi matem\u0101tiku k\u0101:<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n \u201cMODE\u013bU un attiec\u012bbu izp\u0113te starp daudzumiem, skait\u013ciem un form\u0101m. Matem\u0101tika ietver teor\u0113tisko matem\u0101tiku un lieti\u0161\u0137o matem\u0101tiku\u201d[28]<\/a><\/p><\/blockquote>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n L\u016bk, uz matem\u0101tiku balst\u012bta Izlau\u0161an\u0101s istaba: Enigmaths<\/em><\/strong> piem\u0113rs, no D\u017eeniferas Garrido, rad\u012bts fran\u010du 1. \u0123imn\u0101zijas klasei (16-17 gadus veciem).[29]<\/a> M\u0113r\u0137is ir atrast kodu, lai atv\u0113rtu seifu, kur sl\u0113pjas noziedznieka Enigma\u0146a d\u0101rgumi. Policisti l\u016bdza studentu pal\u012bdz\u012bbu, lai atrastu kodu. Iedalot \u010detr\u0101s grup\u0101s, studentiem j\u0101atrisina virkne piecu m\u012bklu, kas saist\u012btas ar vi\u0146u klases l\u012bmen\u012b m\u0101c\u012btiem j\u0113dzieniem (trigonometrija, statistika, kvadr\u0101tvien\u0101dojums utt.). Atbilde uz katru m\u012bklu \u013cauj skol\u0113niem atrast kodu, tad par\u0101d\u0101s gal\u012bga enigma. Skol\u0113ni var izv\u0113l\u0113ties sadarboties, lai atrisin\u0101tu katru m\u012bklu, vai sadal\u012bt m\u012bklas starp t\u0101m. Jebkur\u0101 gad\u012bjum\u0101 vi\u0146iem ir j\u0101sadarbojas, j\u0101ieklaus\u0101s un j\u0101pal\u012bdz cits citam.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n MLiel\u0101k\u0101 da\u013ca scen\u0101riju, kuru pamat\u0101 ir matem\u0101tika, seko \u0161im piem\u0113ram: \u013caujot skol\u0113niem uzzin\u0101t, ka vi\u0146i ir iesl\u0113gti telp\u0101, un ir j\u0101atrisina enigmas, lai p\u0101rrautu kodu, kas \u013caus vi\u0146iem izk\u013c\u016bt. \u201cViens jouer \u2026 aux mathematiques\u201d, ko rad\u012bja Bordeaux akad\u0113mijas pasniedz\u0113ji Francij\u0101, sekoja tai pa\u0161ai st\u0101stu rindai.[30]<\/a> T\u0101 izgatavota b\u0113rniem vecum\u0101 no 11 l\u012bdz 16 gadiem. Enigmas, to skaits un uzskati, kas ir to pamat\u0101, at\u0161\u0137iras p\u0113c to sare\u017e\u0123\u012bt\u012bbas pak\u0101pes, lai piel\u0101gotos da\u017e\u0101d\u0101m vecuma grup\u0101m.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n K\u0101 jau iepriek\u0161 min\u0113ts, m\u0101kslas integr\u0113\u0161ana STEM\u0100 ir jauna tendence, bet t\u0101 izriet no satrauco\u0161a nov\u0113rojuma: studentu rado\u0161uma tr\u016bkuma un tradicion\u0101l\u0101s izgl\u012bt\u012bbas standartiz\u0101cijas, kas to kav\u0113. Tom\u0113r rado\u0161umam ir iz\u0161\u0137iro\u0161a noz\u012bme, apm\u0101cot pilnties\u012bgus zin\u0101tniekus, kas sp\u0113j ieviest jaunin\u0101jumus un risin\u0101t 21.[31]<\/a> gadsimta pasaules probl\u0113mas. Saska\u0146\u0101 ar Jozefa Let\u0101na (Joseph Lathan) teikto, izgl\u012bt\u012bbas ma\u0123istra programmas direktors Sandjego universit\u0101t\u0113, m\u0101ksl\u0101 integr\u0113 praksi, ko var p\u0101rtulkot zin\u0101tn\u0113: \u201cmodel\u0113\u0161ana, izskaidrojumu izstr\u0101de un iesaist\u012b\u0161an\u0101s kritik\u0101 un v\u0113rt\u0113\u0161ana (argument\u0101cija)\u201d.[32]<\/a> \u013boti praktisks piem\u0113rs ir ski\u010du izmanto\u0161ana in\u017eenierzin\u0101tn\u0113s. Turkl\u0101t Kult\u016bras m\u0101c\u012bbu apvien\u012bba (CLA) uzskata, ka STEM izgl\u012bt\u012bba vair\u0101k ietekm\u0113 inov\u0101ciju veicin\u0101\u0161anu, nek\u0101 STEM. Tre\u0161k\u0101rt, CLA apgalvo, ka m\u0101ksla var uzlabot augstas veiktsp\u0113jas komandas darbu, p\u0101rmai\u0146u vad\u012bbu, starpkult\u016bru sazi\u0146u, k\u0101 ar\u012b uzlabot nov\u0113ro\u0161anas prasmes un piel\u0101go\u0161an\u0101s sp\u0113jas.[33]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Bezmaksas apm\u0101c\u012bbas par izlau\u0161an\u0101s istabas \u012bsteno\u0161anu pla\u0161\u0101 KONTEKST\u0100 ir retums, bet t\u0101s past\u0101v: vair\u0101kas ir atrodamas \u2013 divas vai tr\u012bs t\u0113mas kop\u0101 \u2013 div\u0101s Francijas t\u012bmek\u013ca vietn\u0113s scape.enepe.fr un cquesne-escapegames.com. Tom\u0113r, ja runa ir par STEM izgl\u012bt\u012bbu, resursi ir ierobe\u017eoti. Tikai da\u017eus no t\u0101m var atrast t\u012bmek\u013ca vietn\u0113s scape.enepe.fr<\/a> un cquesne-escapegames.com<\/a>.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Polimorfoss<\/strong>, jauk\u0161anas m\u0101ksla, matem\u0101tika un zin\u0101tne, ko izveidoju\u0161i un \u012bsteno vair\u0101ki vidusskolas skolot\u0101ji no Nicas re\u0123iona Francij\u0101. Polymorphos <\/strong>ER m\u0113r\u0137is ir noskaidrot viet\u0113j\u0101 fotogr\u0101fa \u010c\u0101rlza Negra n\u0101vi, kas slavens ar rot\u0101cijas dobspiedes procesa izgudrojumu. Lai sasniegtu m\u0113r\u0137i, sp\u0113l\u0113t\u0101jiem j\u0101atrod \u0137\u012bmisk\u0101s formulas, kas izmantotas rot\u0101cijas dobspiedes proces\u0101, taj\u0101 pa\u0161\u0101 laik\u0101 atkl\u0101joties fotograf\u0113\u0161anas not\u012bm un v\u0113sturei.[34]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Par citu projektu ir zi\u0146ojis Scientix<\/strong>: gl\u0101b\u0161anas telpa, kas \u012bpa\u0161i paredz\u0113ta STEM klas\u0113m un ko saska\u0146\u0101 ar projektu \u201cM\u0101cies izb\u0113gt\u201d veido skol\u0113ni un skolot\u0101ji no da\u017e\u0101d\u0101m Eiropas skol\u0101m. Diem\u017e\u0113l vietne Scientix <\/strong>nedod iesp\u0113ju piek\u013c\u016bt m\u0101c\u012bbu iest\u0101d\u0113m, lai \u012bstenotu \u0161o projektu cit\u0101s skol\u0101s. Pret\u0113ji iepriek\u0161 aprakst\u012btajam izlau\u0161an\u0101s istabas projekts pats par sevi bija nevis atrisin\u0101t ER, bet gan rad\u012bt to no nulles kop\u0101 ar studentiem.[35]<\/a><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n L\u016bk, secin\u0101jumi, ko varam izdar\u012bt no \u0161\u012bs sada\u013cas: Izlau\u0161an\u0101s istabas ir lielisks l\u012bdzeklis gan uz sp\u0113les balst\u012btai izgl\u012bt\u012bbai, gan STEM izgl\u012bt\u012bbai, jo t\u0101s veicina pamatprasmes. M\u0113s varam \u012bpa\u0161i ieskic\u0113t probl\u0113mu risin\u0101\u0161anu, kritisko dom\u0101\u0161anu, sazi\u0146u un sadarb\u012bbu. Prasmes un zin\u0101\u0161anas ir atkar\u012bgas no t\u0113mas un izvietotaj\u0101m m\u012bkl\u0101m. Turkl\u0101t ER attiecas uz visu veidu sp\u0113lma\u0146iem un iev\u0113ro \u010detras sp\u0113les br\u012bv\u012bbas. T\u0101 k\u0101 skolot\u0101ji zi\u0146o, ka ir vajadz\u012bgi vair\u0101k pedago\u0123isko mode\u013cu par to, k\u0101 m\u0101c\u012bt STEM atrakt\u012bvi, risin\u0101jums var\u0113tu b\u016bt \u201cIzlau\u0161an\u0101s istaba\u201d.[36]<\/a> Galu gal\u0101, k\u0101 to r\u0101da programmas Scientix publik\u0101cija, ER izveide un dizains var k\u013c\u016bt pat par STEM vingrin\u0101jumu.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n Tagad, kad mums ir p\u0101rskats par vis\u0101m \u0161\u012b projekta koncepcij\u0101m, m\u0113s varam iedzi\u013cin\u0101ties skolas m\u0101c\u012bbu programm\u0101 par pedago\u0123ijas telpas faktisko \u012bsteno\u0161anas procesu. Pirmais solis, kas j\u0101risina, ir k\u0101 integr\u0113t Izlau\u0161an\u0101s istabu skolas m\u0101c\u012bbu programm\u0101?<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n [1] Qian M., Clark K. R. (2016), Game-based Learning and 21st century skills: A review of recent research, Computers in Human Behavior, 63, p.51 \u21b2<\/a> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ make_equal=”on” custom_padding_last_edited=”off|desktop” _builder_version=”4.6.6″ background_color=”#ffffff” width=”100%” max_width=”1280px” custom_padding=”|50px|180px|50px|false|false” custom_padding_phone=”|25px||25px|false|false” hover_enabled=”0″ locked=”off” sticky_enabled=”0″][et_pb_column type=”1_2″ _builder_version=”4.4.1″][et_pb_text _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” text_font=”|600|||||||” text_text_color=”#24449e” text_line_height=”4em” header_font=”|700|||||||” header_text_color=”#24449e” text_orientation=”center” height=”100%” custom_padding=”15px|15px|15px|15px|false|false” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIwMzgifX0=@” hover_enabled=”0″ border_radii=”on|5px|5px|5px|5px” border_width_all=”2px” border_color_all=”#24449e” box_shadow_style=”preset3″ box_shadow_vertical=”20px” box_shadow_blur=”40px” box_shadow_spread=”-40px” box_shadow_color=”#001b51″ module_class=”buttonSection” sticky_enabled=”0″]<\/p>\n Iepriek\u0161\u0113j\u0101 sada\u013ca<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ module_class=”guideTextColumn” _builder_version=”4.6.6″][et_pb_text module_class=”buttonSection” _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” text_font=”|600|||||||” text_text_color=”#24449e” text_line_height=”4em” header_font=”|700|||||||” header_text_color=”#24449e” text_orientation=”center” height=”100%” custom_padding=”15px|15px|15px|15px|false|false” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxMzgifX0=@” hover_enabled=”0″ border_radii=”on|5px|5px|5px|5px” border_width_all=”2px” border_color_all=”#24449e” box_shadow_style=”preset3″ box_shadow_vertical=”20px” box_shadow_blur=”40px” box_shadow_spread=”-40px” box_shadow_color=”#001b51″ sticky_enabled=”0″]<\/p>\n N\u0101kam\u0101 sada\u013ca<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" 1. da\u013ca: K\u0101p\u0113c izlau\u0161an\u0101s istabas ir noder\u012bgas STEAM izgl\u012bt\u012bb\u0101SatursIzlau\u0161an\u0101s istabu (II) popularit\u0101te p\u0113d\u0113jos 10 gados ir strauji pieaugusi. Tagad t\u0101s ir pla\u0161i izplat\u012btas un atrodamas vis\u0101s Eiropas valst\u012bs, \u012bpa\u0161i galvaspils\u0113t\u0101s. Iepriek\u0161\u0113j\u0101 sada\u013c\u0101 m\u0113s sniedz\u0101m izlau\u0161an\u0101s istabu raksturojumu, apskat\u012bj\u0101m to iesp\u0113jamos form\u0101tus un pla\u0161\u0101s izmanto\u0161anas iesp\u0113jas. Ir pien\u0101cis laiks izanaliz\u0113t, k\u0101p\u0113c izlau\u0161an\u0101s istabas var\u0113tu b\u016bt noder\u012bgs […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false},"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2674"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/comments?post=2674"}],"version-history":[{"count":2,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2674\/revisions"}],"predecessor-version":[{"id":2676,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2674\/revisions\/2676"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=2674"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}1.1.1 Ietekme uz sp\u0113l\u0113 balst\u012btu m\u0101c\u012b\u0161anos<\/h3>\n
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\n\n
1.1.2 \u010cetras dimensijas<\/h3>\n
1.1.3 Specifisku soci\u0101lo prasmju att\u012bst\u012bba: kritisk\u0101 dom\u0101\u0161ana – probl\u0113mu risin\u0101\u0161ana\/atskait\u012b\u0161ana un samazin\u0101\u0161ana<\/h3>\n
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1.2. STEAM<\/h2>\n
1.2.1. Zin\u0101tne<\/h3>\n
1.2.2. Tehnolo\u0123ijas<\/h3>\n
1.2.3. In\u017eenierzin\u0101tnes<\/h3>\n
1.2.4. Matem\u0101tika<\/h3>\n
1.2.5. M\u0101kslas integr\u0113\u0161ana STEM\u0100<\/h3>\n
[2] Growth Engineering (2019, August 21), Gamification vs Game based Learning: What\u2019s the Difference? [Video File] \u21b2<\/a>
[3] Direct link to the game: http:\/\/was-waere-wenn.14-tagebuecher.de\/index<\/a> \u21b2<\/a>
[4] Growth Engineering (2018, November 23), What is the Definition of Gamification? \u21b2<\/a>
[5] Sauv\u00e9, L., Renaud, L. & Gauvin, M. (2007). Une analyse des \u00e9crits sur les impacts du jeu sur l\u2019apprentissage. Revue des sciences de l’\u00e9ducation, 33 (1), p.95 \u21b2<\/a>
[6] McGonigal J. (2011), Reality is Broken, New York, NY: Penguin, p.24 \u21b2<\/a>
[7] Arnold, B. (2014). Gamification in Education. Paper presented at the 2014 annual American Society of Business and Behavioral Sciences (ASBBS) conference. Las Vegas, NV, p.36 \u21b2<\/a>
[8] Marczewski, A. (2015). User Types. In Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design (1st ed., pp. 65-80). CreateSpace Independent Publishing Platform. \u21b2<\/a>
[9] Cloke H. (2017, September 26), 4 Types of Gamers and Learner Engagement \u21b2<\/a>
[10] Qian M., Clark K. R. (2016), Game-based Learning and 21st century skills: A review of recent research, Computers in Human Behavior, 63, p.51 \u21b2<\/a>
[11] More information can be found on the museum website: https:\/\/villamondriaan.nl\/en\/activities\/scavenger-hunt<\/a> \u21b2<\/a>
[12] Direct link to the Opera\u2019s adventure website: https:\/\/www.inside-infos.fr\/opera\/en\/index.php<\/a> \u21b2<\/a>
[13] The four freedoms of games and gamification (2017, October 20) \u21b2<\/a>
[14] Osterweil S. (2014), Freedoms of Play [Video File], MIT Open Course Ware \u21b2<\/a>
[15] Qian M., Clark K. R. (2016), Game-based Learning and 21st century skills: A review of recent research, <\/span>Computers in Human Behavior<\/span>, 63, p.51 \u21b2<\/a>
[16] Abdul Talib C. et al. (2019), Enhancing Students\u2019 Reasoning Skills in Engineering and Technology through Game-based learning. International Journal of Emerging Technologies in Learning (iJET), 14 (24), p.72 \u21b2<\/a>
<\/span>[17] OECD (2019), PISA 2018: Insights and Interpretations, Paris: OECD Publishing \u21b2<\/a>
[18] Australian Government, Department for Education, skills and employment (n.d.), Support for Science, Technology, Engineering and Mathematics (STEM) \u21b2<\/a>
[19] European Commission (2015), Science Education for Responsible Citizenship, Luxembourg: Publications Office of the European Union \u21b2<\/a>
[20] European Schoolnet (2018). Science, Technology, Engineering and Mathematics Education Policies in Europe. Scientix Observatory report \u2013 October 2018. Brussels: European Schoolnet, p.6 \u21b2<\/a>
[21] Bahrum S., Ibrahim N., Wahid N. (2017), Integration of STEM Education in Malaysia and Why to STEAM, International Journal of Academic Research in Business and Social Sciences, 7(6), p.646 \u21b2<\/a>
[22] Le Hir A. (n.d.), Escape Game \u2013 La Disparition \u21b2<\/a>
[23] Bahrum S., Ibrahim N., Wahid N. (2017), Integration of STEM Education in Malaysia and Why to STEAM, International Journal of Academic Research in Business and Social Sciences, 7(6), p.646 \u21b2<\/a>
[24] Dupuy A., Gabory E., Kessassi C. (n.d.), Retrouvez les bases de l\u2019informatique \u21b2<\/a>
[25] Dupuy A., Gabory E., Kessassi C. (n.d.), Retrouvez les bases de l\u2019informatique \u21b2<\/a>
[26] Bahrum S., Ibrahim N., Wahid N. (2017), Integration of STEM Education in Malaysia and Why to STEAM, International Journal of Academic Research in Business and Social Sciences, 7(6), p.646 \u21b2<\/a>
[27] Escape Room Engineering Review Game (n.d.) \u21b2<\/a>
[28] Bahrum S., Ibrahim N., Wahid N. (2017), Integration of STEM Education in Malaysia and Why to STEAM, International Journal of Academic Research in Business and Social Sciences, 7(6), p.646 \u21b2<\/a>
[29] Garrido J. (2019, May 4), Retrouvez Enigmaths \u21b2<\/a>
[30] \u00ab Viens jouer aux maths \u00bb \u2013 exposition et escape game clefs en main pour la semaine des maths (2019, March 5) \u21b2<\/a>
[31] Colucci-Gray L., Burnard P., Cooke C., Davies R., Gray D., Trowsdale J. (2017), Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school
curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA, p.28
[32] Lathan J. (n.d.), STEAM Education: A 21st Century Approach to Learning \u21b2<\/a>
[33] Colucci-Gray L., Burnard P., Cooke C., Davies R., Gray D., Trowsdale J. (2017), Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA, p.28 \u21b2<\/a>
[34] Nadam P. (2019, October 15), Polymorphos \u21b2<\/a>
[35] Farassopoulos N. (2019, August 23), STEAM escape room: How tointegrate STEM activities in an escape room made by students for students \u21b2<\/a>
[36] Billon N., Gras-Velazquez A., Mihai G., Nistor A. (2018). Science, Technology, Engineering and Mathematics Education Practices in Europe.<\/em> Scientix Observatory report \u2013 December 2018, Brussels: European Schoolnet, p.43 \u21b2<\/a><\/p>\nIevads<\/h1>\n<\/div>\n
K\u0101 integr\u0113t izlau\u0161an\u0101s istabas skolas programm\u0101s?<\/h1>\n<\/div>\n