Iskanje po katalogu digitalne knjižnice

Opis: A group of prospective biology teachers were given the task of building a microscope out of home appliances and a smartphone. At the end of the course, they built their own microscopes in different designs and took photos of different animal tissues and other material objects. They showed great creativity and tested a variety of solutions. Their work can be seen as a model for their future work with students during their professional careers. An important point is that applying the principles of smartphone microscopy to other school and extracurricular activities can be considered a lifelong skill not only for prospective teachers but also for their future students.
Ključne besede: biology education, human anatomy, microscopy, prospective teachers, smartphone
Objavljeno v DKUM: 25.09.2024; Ogledov: 1; Prenosov: 2
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Opis: After the appearance of the first smartphones in 2007 and shortly thereafter, tablets became not only useful communication tools, but also objects that function as life organisation units. However, although they are ubiquitous, their actual and potential role in biology education has not been sufficiently explored. The objectives of the survey were to investigate the recent use of smartphones in the last two grades of Slovenian comprehensive school by 14- to 15-year-old students, their satisfaction with them for educational purposes, and the perceived impact on the quality of schoolwork in biology classes. Based on the responses of 313 lower secondary school students, we can conclude that by the end of compulsory education, almost all of them have used smartphones and tablets for educational purposes to some extent, even if the reported use in different school subjects is low. Based on structural equation modelling, which examines the influence of the constructs of support, perceived usability, perceived ease of use, attitudes, and perceived pedagogical impact on the quality of smartphone-based schoolwork, it can be concluded that only perceived pedagogical impacts and perceived usability impacted quality, leading to the conclusion that additional efforts should be made to explore their full potential and the gaps that should be addressed through formal education. Leaving students to their own devices is the worst solution, resulting in a permanent lack of skills, such as the ability to select and interpret information provided through the media.
Ključne besede: attitudes, biology education, quality of schoolwork, secondary school students, smartphones, tablets
Objavljeno v DKUM: 05.06.2024; Ogledov: 136; Prenosov: 8
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Opis: The outdoor education is a method of learning with the exposure to (not exclusively) the natural environment that combines all human senses. Students tend to acknowledge a very positive effect of this kind of learning. It is easier and more memorable to connect the theory with practice, when they see things in nature, rather than to just hear about them in the classroom. Despite its popularity, teachers face various obstacles when they take their students outdoors. Although the outdoor education is included in the Slovenian primary and lower secondary school curriculum, the percentage is not high enough, which depends on various reasons. Teachers defined lack of time, suitability of area around the school, not enough instruments for field work and to expanded curriculum as the main reasons for not including field work in the classes. Some of these obstacles could be solved by implementation of information and communication technology (ICT) into the biology and ecology classes. In this research the results of 192 students' point of view on the importance of field work, obstacles of that kind of work and the ICT as a solution to support or replace the real field works are presented. All questioned students were prospective teachers, so sooner or later majority of them will face issues connected to the field work and possibilities to solve them with the help of ICT.
Ključne besede: education, biology teaching, ICT, obstacles
Objavljeno v DKUM: 19.12.2017; Ogledov: 1475; Prenosov: 100
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Opis: Computer supported virtual and real laboratories are recognized as tools that can help in raising the quality of biology instruction, and raising development competences in students. Yet biology teachers have been treating the computer as typewriter, as a source of information and as a tool for communication, all of which usages are common to all subjects. The uses of ICT that can significantly help in developing scientific literacy and that are primary tools in science teaching - such as the use of data loggers - are only rarely on the syllabus. The lack of equipment is not the most important reason for failure to use such applications; instead, this is probably due to teachers' attitudes, opinions and knowledge. Students cannot be recognized as an obstacle in working with ICT. Lawer secondary school students aged between 10 and 14 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) using three different methods: classic, computer-supported and virtual laboratory. As a result of testing, we know that all three methods are suitable even for younger students. When students were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, with virtual laboratory in the third place.
Ključne besede: education, biology, secondary education, computer-supported laboratory, laboratory work, ICT, simulations
Objavljeno v DKUM: 15.12.2017; Ogledov: 1774; Prenosov: 123
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Opis: This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15-18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students' work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.
Ključne besede: education, biology teaching, computer-supported laboratory, laboratory work, ICT, Slovenia
Objavljeno v DKUM: 12.12.2017; Ogledov: 1678; Prenosov: 122
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