Research results
The results of the PISA international survey (2022) show that the level of student skills in reading and the level of literacy in mathematics and life sciences are not sufficiently high. Pupils attaining the highest levels of literacy in mathematics, life sciences and reading (level 5 or 6) can perform mathematical modelling of complex situations, choose appropriate problem-solving strategies, make comparison and evaluation of such strategies, and comprehend long texts. They are able to distinguish between facts and opinions by using implicit clues related to the content or source of information, and apply the accumulated knowledge of life sciences creatively and independently, in a variety of situations, including unfamiliar ones. Based on the OECD survey data, the share of pupils achieving level 5 or above is: 9 % in mathematical literacy, 7 % in life sciences and 7 % in reading.
What does learning success mean for individual learners?
Success for every learner is based on the assumption that learning must lead to positive outcomes –not just in the classroom, but also outside. In today’s world, success depends on the ability to find, summarise and communicate information; the ability to act on complex problems; and the ability to achieve the desired results by using modern technologies and up-to-date methodologies. It is important that teachers and tutors learn alongside their students and help them to learn, encouraging them to be independent in finding the best solution, discovering new facts, and analysing information. Students need to be able to apply the things they have learned and found in science to new contexts or problematic situations. Thus, it is particularly important for teachers and tutors to help their students develop the skills of critical and creative thinking, as well as their imagination.
Role of teachers and tutors
Teachers tend to use traditional methods (explaining, questioning, demonstrating, reading, writing and school lessons), where most of the lesson’s time is used by teacher for providing clear and understandable explanations, with little time dedicated to organisation of activities which involve students. This is illustrated by the results of the content analysis of the school reports, carried out by the National School Assessment Agency. The results show that work in the classroom is still very often teacher-dominated and based on an educational paradigm. There is a lack of effective use of the collected information, and insufficient focus on the development of critical and creative thinking. With radical changes in our societies, it is essential to help students develop their problem-solving skills. International research shows that no other attribute is more clearly linked to the student achievement and progress than high competence of teachers and tutors. It is therefore appropriate to invest in professional development of teachers and tutors and improve their competence of using innovative methods, as such methods are so much needed in modern education to be able to engage pupils and help them achieve better learning outcomes.
References:
- EBPO PISA 2022 Tyrimo šalies rezultatų apžvalga (OECD PISA 2022 Country Scoreboard). Online access: https://www.nsa.smm.lt/wp-content/uploads/2023/12/PISA-2022_salies-apzvalga_Country-note1.pdf
- Mokyklos savęs vertinimo instrumentai ir jų naudojimo rekomendacijos (School self-assessment instruments and recommendations for their use). Kaunas, NMVA 2010.
- Kodėl svarbu ugdyti kritinį mąstymą? (Why is it important to develop critical thinking?) Vilniaus universiteto Tarptautinių santylių ir politikos mokslų institutas, 2022. Online access: https://www.tspmi.vu.lt/naujienos/kodel-svarbu-ugdyti-kritini-mastyma/
- Silienė N. Kritinis mąstymas ir jo svarba. Privalumai, lavinimas ir metodai (Critical thinking and its significance. Advantages, methods for its development). Žmogaus institutas, 2021
- Gudžinskienė V. Kritinio mąstymo įvairios interpretacijos ir jų analizė (Different interpretations on critical thinking and their analysis). VPU, 2006.