D 2014

Core competencies in science and technologies - the role of remote and virtual laboratories

LUSTIGOVÁ, Zdena a Veronika NOVOTNÁ

Základní údaje

Originální název

Core competencies in science and technologies - the role of remote and virtual laboratories

Autoři

LUSTIGOVÁ, Zdena a Veronika NOVOTNÁ

Vydání

Postdam Germany, Proceedings of "Key Competencies in Informatics and ICT'"KEYCIT 2014 interntional conference, od s. NESTRÁNKOVÁNO, 2014

Nakladatel

IFIP TC3

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

50300 5.3 Education

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

paměťový nosič (CD, DVD, flash disk)

Organizační jednotka

University College Prague – Vysoká škola mezinárodních vztahů a Vysoká škola hotelová a ekonomická s.r.o.

Klíčová slova anglicky

science education; key competencies; remote laboratories; virtual laboratories; conceptual understanding; communication skills; educational research

Příznaky

Mezinárodní význam, Recenzováno
Změněno: 27. 2. 2014 15:03, doc. RNDr. Zdena Lustigová, CSc.

Anotace

V originále

This experimental study is trying to verify the basic hypothesis, that laboratory-based courses play an important role in a development of key competencies in science and technologies, namely in promoting better conceptual understanding, better communication skills and better professional skills of learners. We focused on the evaluation of the efficiency of different types of nowadays e-labs, using Ma and Nickerson (2006) four-dimensional educational goal model. We found slightly different patterns and enlarged the model to five dimensions: (1) design skills, (2) conceptual understanding (3) social skills (including teamwork and networking) and professional skills (4) inquiry planning and (5) data processing. We tried to specify clearly the differences, advantages and disadvantages of all three kinds of e-labs according to educational goals to be achieved. In the second part of the study, we focused on investigating (not verifying) the hypothesis, that it is not only the actual nature of the laboratory, but the beliefs that students and teachers have about it which may determine the effectiveness of developing key competencies.