Energy and its Transformation – Primary School Project based Education Using Integrated E-learning

Ožvoldová, Miroslava; Gerhátová, Žaneta

doi:10.1016/j.sbspro.2013.08.800

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…Modern types of experiments include computer-aided laboratory experiments, real remote experiments on the Internet, virtual experiments (interactive simulations) mediated via the World Wide Web and electronic education materials [6]. INTe-L is based on scientific work methods whose main features are work organization and planning, observation of real world phenomena, experimenting, formulating assumptions, testing hypotheses, searching for and recording information, presenting acquired data in tables and graphs, subsequent data analysis and processing and formulating conclusions [5]. It is important to proceed from observation and experimentation to the creation of conceptual structures and models and up to gaining knowledge about the natural science laws.…”

Section: Discussionmentioning

confidence: 99%

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Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Gerhátová¹,

Perichta²,

Palcut³

2020

Education Sciences

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This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education—Integrated e-Learning (INTe-L)—through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic “Energy Sources”. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic “Energy Sources” in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils’ attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.

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Section: Discussionmentioning

confidence: 99%

“…As such, the transformation of physics education is essential [4]. The process of teaching physics and other science subjects should reflect as closely as possible what is being done in real science [5]. The fundamental element of science is the experiment.…”

Section: Introductionmentioning

confidence: 99%

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Gerhátová¹,

Perichta²,

Palcut³

2020

Education Sciences

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“…PBL was used as an action-oriented method for developing proenvironmental behaviors of Turkey's pre-service teachers (Kilinc et al 2008). The PBL approach that was used to teach the topic on 'energy and its transformation' among 9th grade students resulted in the students having better understanding of the real-world features (Ozvoldova and Gerhatova 2013). Science, Technology, Mathematics, and Engineering PBL instruction implemented with high school students resulted in improving low-performing students' understanding of Mathematics (Han et al 2014).…”

Section: Discussionmentioning

confidence: 99%

Project-Based Learning: An Approach to Promote Energy Literacy Among Secondary School Students

Karpudewan

Ponniah

Zain

2015

Asia-Pacific Edu Res

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Globalization, rapid industrial development, and tremendous population growth have significantly increased the demand for energy. Sustaining the energy supply requires that society be energy literate. Existing studies on secondary school students' energy literacy suggest that effective teaching approaches can enhance energy literacy. This quasi-experimental study was designed to test the null hypotheses that project-based energy learning does not enhance knowledge, attitudes, behavior, and beliefs related to energy. For this purpose, two classes from a school were assigned to experimental and control groups. Following the intervention, an ANCOVA analysis with the pretest results as the covariate showed statistically significant differences in the four aspects that were researched. Additionally, interviews with randomly selected students from the experimental and control groups further support the findings. Implications of the findings are discussed.

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“…PAPER CHEMICAL ENERGY SOURCES TRANSFORMATIONS BY REMOTE EXPERIMENT 6. RE "Energy transformation" may be with advantage used for basic courses of physics and sciences subjects at Universities [15] and also is suitable for the secondary school level [16]. It may be used for distance education students and students of Open universities [17] …”

Section: B Efficiency Of the Electrolysermentioning

confidence: 99%

Chemical Energy Sources Transformations by Remote Experiment

2014

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Energy and its Transformation – Primary School Project based Education Using Integrated E-learning

Cited by 3 publications

References 5 publications

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia

Project-Based Learning: An Approach to Promote Energy Literacy Among Secondary School Students

Chemical Energy Sources Transformations by Remote Experiment

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