Tartalmi keretek a kutatásalapú tanulás tudáselemeinek értékeléséhez a természettudományokban

Csíkos, Csaba; Korom, Erzsébet; Csapó, Benő

doi:10.17543/iskkult.2016.3.17

Cited by 11 publications

(12 citation statements)

References 6 publications

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“…A nemzetközi szakirodalomban többféle formáját is megtaláljuk a tananyag feldolgozásába, a tanórai tevékenységekbe integrálható kutatási ciklusnak (l. Fradd et al, 2001;Pedaste et al, 2015;Wenning, 2007), ami a hazai szakirodalomban is jól ismert (l. Csíkos et al, 2016). Ezek közül egyet, Pedaste és munkatársai (2015) modelljét emeljük ki (2. táblázat).…”

Section: Kutatásalapú Tanulás (Inquiry-based Learning Ibl)unclassified

Mobiltechnológiával támogatott kutatásalapú tanulás

Bónus

Korom

2022

mped

Self Cite

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Learning supported by mobile technology is extremely popular today because these technologies can support learning in different contexts. Mobile phones, e-book readers, MP3 and portable media players, tablets, laptops, smartphones, and GPS receivers can be considered mobile technology. As it can be seen from this list, they are different IT devices that can be held in the hand. Since they are portable devices, they enable learning regardless of time and place. The learning and teaching processes realized with mobile technology are called mobile learning (m-learning). Not only the device but also the student and learning are mobile. In the 2000s, research was published in the international literature in which mobile technologies supported learning by supplementing inquiry-based learning (IBL). Mobile technology-supported inquiry-based learning (mIBL) offers potential opportunities to support different levels of inquiry and generate new types of research; it helps to arouse and maintain students’ curiosity and motivation; it connects formal school and informal natural science learning related to everyday life. Although the research results so far show that mobile technology provides adequate support for IBL learning processes, practical strategies, recommendations, and guidelines are needed for further development and appropriate educational application. This study reviews the characteristics and practical applications of mobile learning through mobile technologies, emphasizing the support of inquiry-based learning.

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Section: Kutatásalapú Tanulás (Inquiry-based Learning Ibl)unclassified

Mobiltechnológiával támogatott kutatásalapú tanulás

Bónus

Korom

2022

mped

Self Cite

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“…These skills are needed in real life situations, for example, when differentiating between science and pseudoscience and when deciding if an experiment or investigation is capable of producing evidence to support a theory or hypothesis. Csı ´kos et al (2016) produced a framework to assess students' scientific inquiry skills. It has been used in the SALIS project (SAILS, 2015) and was based on models published earlier by Fradd et al (2001) and Wenning (2007).…”

Section: Student Workheetsmentioning

confidence: 99%

“…It has been used in the SALIS project (SAILS, 2015) and was based on models published earlier by Fradd et al (2001) and Wenning (2007). Csı ´kos et al (2016) defined and assessed the following components of the experimental design skills: identification and control of variables (including the principle of ''how to vary one thing at a time'' or ''other things/variables held constant''); choosing equipment and materials and determination of the correct order of the steps of the experiment.…”

Section: Student Workheetsmentioning

confidence: 99%

Introducing students to experimental design skills

Szalay

Tóth

Kiss

2020

Chem. Educ. Res. Pract.

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The results of an earlier empirical research study on modifying ‘step-by-step’ instructions to practical activities requiring one or more steps of the experiments to be designed by students initiated a longitudinal study to investigate the effectiveness of the approach for younger students and over a period of time. The longitudinal study that followed took the form of a four year research project that began in September 2016. Over 900 students have been involved. All were 12–13 years old in the beginning of the study. Each year they spend six lessons carrying out practical activities using worksheets we provide. This paper reports the findings of the first year, when the participating classes were allocated to one of three groups. Group 1 was the control group. Students simply followed the step-by-step instructions. Groups 2 and 3 were experimental groups. Group 2 students not only followed the same instructions, but also had to complete experimental design tasks on paper. Group 3 students followed the same instructions, but one or more steps were incomplete and students were required to design these steps. The impact of the intervention on the students’ experimental design skills, disciplinary content knowledge and attitude toward chemistry is measured by structured tests. After the first school year of the project it was clear that the type of instruction only had a weak significant positive effect on the results of the Group 2 students’ disciplinary content knowledge. No significant effect of the intervention could be detected on the changes in the students’ grades and attitudes toward the subject, which only seemed to depend on the ranking of their schools. This paper provides the interesting details of the results of the first year (pilot) of the research and discusses changes to the approach that have been made for the remaining three years of the project.

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“…A matematikában ezt probléma alapú tanulásnak nevezik (PBL = Problem Based Learning), melyben a probléma megoldása a tanulás hajtómotorja. Az IBL-re tekinthetünk úgy, mint a PBL kiterjesztésére a természettudományok területén [8]. Javítja a tanulók verbális kifejezőkészségét, az írásos munkavégzésüket, sőt megtanítja őket csoportban dolgozni, ami a jövőjük szempontjából is fontos.…”

Section: A Természettudományok Oktatási Helyzeteunclassified

“…Az érdeklődés (kutatás) alapú oktatás kiegészítője vagy alternatívája lehet a hagyományos elvű megközelítésnek. Az IBL módszer alkalmazásával a diákok könnyebben befogadják a természettudományos ismereteket, szívesebben vesznek részt projektmunkában, és az önbizalmuk is erősödik [5][6][7][8].…”

Section: A Természettudományok Oktatási Helyzeteunclassified

A fizika tantárgyhoz kapcsolódó természettudományos iskolai projektfeladatok kidolgozása és vizsgálata

Beke¹

2016

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Tartalmi keretek a kutatásalapú tanulás tudáselemeinek értékeléséhez a természettudományokban

Cited by 11 publications

References 6 publications

Mobiltechnológiával támogatott kutatásalapú tanulás

Mobiltechnológiával támogatott kutatásalapú tanulás

Introducing students to experimental design skills

A fizika tantárgyhoz kapcsolódó természettudományos iskolai projektfeladatok kidolgozása és vizsgálata

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