Problems of Education in the 21st Century

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Authors: Editorial Board

Problems of Education in the 21st Century, ISSN 1822-7864 VOLUME 37, 2011

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Authors: Boris Aberšek, Metka Kordigel Aberšek

Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students’ performance? The results of the study proof the impact of usage e-learning tools on students’ performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured.

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Authors: Jana Braniša, Zita Jenisová, Martin Bílek

Digital technologies are used in experimental practice under school conditions mainly for data statistic processing, computer modeling of natural principles and supporting the real experiments by computer, so that the measurement process can occur simultaneously with data recording during experiments. This study is focused on the use of computer within real experimenting. We have chosen the experiment “Acidic bubbles” as an example of running the computer-aided real experiment. Solubility of carbon dioxide (CO2) in the liquid is influenced by characteristics of the solvent and the solute, pressure and temperature. The aim of the experiments is to show changes in pH values in water/carbon dioxide (H2O/CO2) mixtures (differing in various CO2 content) in time and temperature. Experiments confirmed that the temperature increased in relation to increasing pH. CO2 solubility decreased along with increasing temperature and the resulting lower concentration of CO2 in the mixture also caused the reduction of the carbonic acid (H2CO3) concentration. Moreover, the acid was decomposed by the influence of the higher temperature. Advantages of using the measuring systems can be seen in their supportive functions leading to investigative experimental activities of students, which are gradually disappearing from both primary and secondary schools for various reasons. Advantages of this approach are increasing by applications connected with everyday life products as in presented example “Soda-stream” device in the kitchen.

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Authors: Celeste Ferreira, Mónica Baptista, Agnaldo Arroio

The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the use and the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software, etc) that have been available to educators. With this research it was aimed to investigate how in-service teachers (n=14) enrolled in a teachers’ training course of 40h, understand the nature and the role of visualizations in science teaching as well as the impact of this training. It was also discussed the nature and role of models in science. During the training teachers were invited to build in group teaching learning sequences (TLS) about some science content using visualizations. At the beginning a questionnaire to identify some previous conceptions on this issue have been applied and analyzed. On a later stage it was analyzed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers’ groups. As main results we highlight a development of the knowledge about these tools, especially on the impact of the visual language on apprenticeship and on the notion of scientific model. We could also observe a change on the reasons and criteria to use these tools. According to the findings it can be said that this training has expanded the teachers’ initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.

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Authors: Vincentas Lamanauskas, Violeta Šlekienė, Loreta Ragulienė, Renata Bilbokaitė

In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. Thus, on the one hand, ICT is changing very rapidly, new technologies (not necessarily in a proper educational sense) are penetrating into educational practice. On the other hand, under a great influence of ICT, interrelation mechanisms between teachers and pupils change, also, change educational activities and their characteristics. Thus, a need rises to inevitably observe the current situation, to analyse it and to present adequate educational decisions. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. It can be basically asserted, that digital teaching/learning content is a perspective way searching to improve education process.

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Authors: Danuše Nezvalová

In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research.

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Authors: Violeta Šlekienė, Loreta Ragulienė

Fullerenes are the basis for the rapidly developing science of nanotechnology. Nanotechnology is included in the list of priorities approved by Lithuanian Ministry of Education. Fullerenes and their usage, as a new field of science, are not included in either the general or high education curriculum. Following the analysis of e-sourcing, it became clear that there is no Lithuanian electronic source of information, in which there is more than one paragraph describing of fullerenes history, theory, usability and so on. Found information is incomplete, often inaccurate, and completely scattered. In order to determine Internet users’ knowledge about fullerenes, a short questionnaire survey in different education and age groups were conducted. The results of the survey suggest that currently the majority of respondents (more than half of those with university education) do not have a basic knowledge of fullerenes. Created an electronic information tool for teaching Fullerenes is presented. It analyzed and structured educational material about the history of the discovery of fullerenes, scientists who discovered them, the theory of fullerenes, their applications, examples, illustrations, points of interest, simulation. Developing the site relationship with the Nobel Prize laureates who discovered fullerenes Professor Robert F. Curl and Professor Harold W. Kroto has been established. Developed electronic information teaching tool "Fullerenes" (http://www.fulerenai.eu/) can be used as a cognitive tool for educational institutions.

132

Authors: Editorial Board

Problems of Education in the 21st Century, ISSN 1822-7864 VOLUME 37, 2011