D 2014

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

LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ

Basic information

Original name

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

Authors

LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ

Edition

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

Publisher

IFIP TC3

Other information

Language

English

Type of outcome

Stať ve sborníku

Field of Study

50300 5.3 Education

Country of publisher

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

storage medium (CD, DVD, flash disk)

Organization unit

University College Prague – University of International Relations and Institute of Hospitality Management and Economics, Ltd.

Keywords in English

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

Tags

International impact, Reviewed
Změněno: 27/2/2014 15:03, doc. RNDr. Zdena Lustigová, CSc.

Abstract

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.