Teaching sciences using didactic strategies based in information and communications technologies
Abstract
Last years, students have presented a low interest to study sciences. In particular, Physics and Chemistry are considerate by students as very difficult subject. Actual teachers have a wide variety of tools to promote the learning of sciences in classrooms. This survey includes the use of virtual applications to understand chemical processes; for example, the redox-reactions. The objective was to carry out a new didactic proposal for teaching the cited reactions. So, it was used a virtual periodic table of chemical elements and an assisted computer simulation to lead students toward the learning of redox chemical reactions and to understand how the reactions occurred into the recipient. Therefore, with the use of videos is possible to watch the chemical reactions in a microscopic level. It represents an important advantage in comparison to conventional teaching of redox reactions in a blackboard. On the other hand, the group filled a questionnaire about the utility of the technique, the advantages or disadvantages and the convenience of using information and communications technologies (ICT) to improve the knowledge in the subject. The results showed that use of ICT allowed them to increase the comprehension of chemical processes as redox reactions. In conclusion, 65 % of students group indicated that they preferred multimedia application instead face to face class and 62,5 % of students wrote that the use of virtual periodic table and multimedia application are very beneficial to class.
Keywords
Full Text:
PDFReferences
Rojano, S. (2014). La enseñanza de las ciencias en edades tempranas. Ed. Innovation y qualification. Malaga, Spain.
Kafetzopoulos, C., Spyrellis, N., & Lymperopoulo-Karaliota, A. (2006). The Chemistry of Art and the Art of Chemistry. J. Chem. Educ., 83, 1484-1488.
George, R., & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth grades: evidence from NELS, 88. Sci. Educ., 82, 93-109.
Aschbacher, P., Li, E., & Roth, E. (2010). Is science me? High school students´identities, participation and aspirations in science, engineering and medicine. J. Res.Sci. Teach., 47, 564-582.
Charistos, N., Teberekidis, V.I., Tsipis, C.A., & Sigalas, M.P. (2003). Design and development of a multimedia educational tool for interactive visualization and three dimensional perceptions of vibrational spectra data of molecules. Educ. Inform. Techn., 8, 369-379.
Chittleborough, G., & Treagust, D. (2008). Correct interpretation of chemical diagrams requires transforming from one level of representation of another. Res. Sci. Educ., 38, 463-482.
Halkia, K., & Mantzouridis, D. (2005). Students´ views and attitudes towards the communication code used in press articles about science. Int. J. Sci. Educ., 27, 1395-1411.
Stefani, C., & Tsaparlis, G. (2009). Students´ levels of explanations models and misconceptions in basic quantum chemistry: A phenomenographic study. J. Res. Sci. Teach., 46, 520-536.
Reiss, M. (2001). How to ensure that pupils don´t lose interest in science. Education Today, 51, 34-40.
García-Carmona, A., Criado, A. M. y Cañal, P. (2014). ¿Qué educación científica se pro¬mueve para la etapa de primaria en España? Un análisis de las prescripciones oficiales de la LOE. Enseñanza de las Ciencias, 32 (1), pp.139-157
De Pro, A. y Miralles, P. (2009). El currículo de Conocimiento del Medio Natural, Social y Cultural en la Educación Primaria. Education Siglo XXI: Revista de la Facultad de Educación, 27(1), 59-96.
Banet, E. (2010). El medio natural en la LOE: ¿continuidad o cambio en el currículo de educación primaria? Investigación en la Escuela, 70, 71-78.
Gilbert, J., & Treagust, D. (2009). Introduction: Macro, Submicro and Symbolic representations and the relationship between them: key models in chemical education, in J.K. Gilbert and D. Treagust. Dordrecht: Springer.
Hoffman, R., & Laszlo, P. (1991). Representation in chemistry. Angew. Chem., 30, 1-16.
Akgun, S. (2000). Science Instruction to Pre-Service Teachers. Ankara: Pegem A Yayincilik
Cubo Delgado, Sixto; González Gómez, José Juan; Lucero Fustes, Manuel (2003). Perspectiva pedagógica de los multimedia. Revista Española de Pedagogía (225): 309-335.
Kozma, R.B. y Rusell, J. (2005). Multimedia and understanding: expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 20, pp. 117-129.
López, M. and al. (2012). Implicaciones de las Tics en el ámbito socio-educativo y de servicios sociales: una experiencia universitaria de innovación y desarrollo docente con tecnologías 2.0. Revista Campo Abierto, 31(2): 11-36
Quesada, A., Ariza, M. R., Ortiz, A. y Bermejo, R. (2009). Designing and applying multimedia material for experimental sciences. Teacher and student assessment of its implementation, en L. Gómez, D. Martí e I. Candel. International Technology, Education and Development Conferences. Valencia, Spain: IATED, pp. 4911-4919
Rojano, S. y López, M. M. (2016). Desarrollo de tecnologías de la información y de la comunicación para reforzar los procesos de enseñanza y aprendizaje en ciencias en Grado de Maestro/a en Educación Infantil en la Universidad de Málaga. Educación química 27, 226-232.
Marín, I. y Donoso, J. (2014). El uso del blog de aula como recurso complementario de la enseñanza presencial para el intercambio de información e interacción entre el profesorado y alumnado de primer año de química. Educación Química, 25(E1), 183-189.
Yenica, N. (2003). Effect of cumputer assisted science instruction on attitudes towards computers and science. The Turkish online journal of educational technology, 12, 2303-6521.
Bayrak, C. (2008). Effects of computer simulations programs on university students´achievments in physics. Turkish online journal of distance education, 9(4), 53-62.
Cotton, K. (1991). Computer-assisted instruction. School improvement research series.
Sentürk, A. (2005). Computer applications in instruction and CBI (Instructional technologies and materials)
Usun, S. (2004). Fundamentals of computer assisted instruction. Ankara:Nobel YayinDagitim.
Arasasingham, R. T. (2005). Assessing the effect of web-based learning tools on student understanding of stoichiometry using knowledge space theory. Journal of chemical education, 2(8).
Morgil, I. G. (2008). The effect of web-based project applications on students´ attitudes towards chemistry. Turkish online journal of distance educational, 9(2), 220-236.
DOI: http://dx.doi.org/10.18686/ahe.v1i2.918
Refbacks
- There are currently no refbacks.
