2013
The role of e-laboratories in science education
LUSTIGOVÁ, Zdena a Veronika NOVOTNÁZákladní údaje
Originální název
The role of e-laboratories in science education
Název česky
E lobarotaře ve výuce přírodním vědám
Název anglicky
The role of e-laboratories in science education
Autoři
LUSTIGOVÁ, Zdena a Veronika NOVOTNÁ
Vydání
1. vyd. Torun, Proceeding of 10 th word conference on computers in Education, od s. 196-203, 2013
Nakladatel
IFIP
Další údaje
Typ výsledku
Stať ve sborníku
Utajení
není předmětem státního či obchodního tajemství
Forma vydání
tištěná verze "print"
Organizační jednotka
University College Prague – Vysoká škola mezinárodních vztahů a Vysoká škola hotelová a ekonomická s.r.o.
Klíčová slova česky
výka přírodních věd, vzdálené laboratoře, virtuální laboratoře, porozumění konceptům
Klíčová slova anglicky
science education, remote laboratories, virtual laboratories, conceptual understanding, educational research
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 11. 3. 2014 18:18, doc. RNDr. Zdena Lustigová, CSc.
V originále
Laboratory-based courses play a critical role in science education, yet there is disagreement between science and engineering educators about whether and which types of technology-mediated laboratories should be involved to promote better conceptual understanding, better design skills and better professional skills of learners. In this study, we focused on the evaluation of the efficiency of different types of e-labs, using Ma and Nickerson (2006) four-dimensional educational goal models. We found different patterns and enlarged the model to five dimensions. We tried to specify clearly the differences, advantages and disadvantages of all three kinds of e-labs according to educational goals to be achieved. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics have a relationship to learner characteristics or to prior experience. In the second part of the study, we focused on investigating (not verifying) the hypothesis, that it is not the actual nature of the laboratories, but the beliefs that students and teachers have about them which may determine the effectiveness of different lab types.
Česky
Práce se zabývá rolí všech typů e-laboratoří ve výuce přírodním vědám a vtechnické výuce.
Anglicky
Laboratory-based courses play a critical role in science education, yet there is disagreement between science and engineering educators about whether and which types of technology-mediated laboratories should be involved to promote better conceptual understanding, better design skills and better professional skills of learners. In this study, we focused on the evaluation of the efficiency of different types of e-labs, using Ma and Nickerson (2006) four-dimensional educational goal models. We found different patterns and enlarged the model to five dimensions. We tried to specify clearly the differences, advantages and disadvantages of all three kinds of e-labs according to educational goals to be achieved. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics have a relationship to learner characteristics or to prior experience. In the second part of the study, we focused on investigating (not verifying) the hypothesis, that it is not the actual nature of the laboratories, but the beliefs that students and teachers have about them which may determine the effectiveness of different lab types.