LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ. Core competencies in science and technologies - the role of remote and virtual laboratories. In Torsten Brinda. Proceedings of "Key Competencies in Informatics and ICT'"KEYCIT 2014 interntional conference. Postdam Germany: IFIP TC3, 2014, p. NESTRÁNKOVÁNO.
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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
Original language English
Type of outcome Proceedings paper
Field of Study 50300 5.3 Education
Country of publisher Germany
Confidentiality degree is not subject to a state or trade secret
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
Changed by Changed by: doc. RNDr. Zdena Lustigová, CSc., učo 12440. Changed: 27/2/2014 15:03.
Abstract
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.
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