Experiments on the Internet-removing Barriers Facing Students with Special Needs

Gerhátová, Žaneta

doi:10.1016/j.sbspro.2013.12.712

Cited by 2 publications

(4 citation statements)

References 5 publications

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“…If students with blindness or low vision participate in practice in more experiences they will believe that they have the ability to participate in laboratory experiments actively so they will study and work in the Natural Sciences but also in mathematics and technology (Supalo et.al., 2009) [46]. The individuals" with special educational needs knowledge gap from their peers was decreased because the use of ICTs offers immediate experience , personalization, access to learning spaces for students who did not have this opportunity before , such as blind (Qutieshat et al,2019) [26] , deaf or with mobility difficulties children (Gerhátová , 2014) [33]. Blind or deaf pupils in most cases were passive recipients of knowledge without the use of ICTs while with the help of technology they participate in the learning process actively and autonomously (Cole & Slavin ,2013) [29].…”

Section: Conclusion-discussionmentioning

confidence: 99%

“…Blind or deaf pupils in most cases were passive recipients of knowledge without the use of ICTs while with the help of technology they participate in the learning process actively and autonomously (Cole & Slavin ,2013) [29]. Students with motor disabilities were not able to be in the laboratory place while the technology allows them to be in the learning area and participate in laboratories independently and in the learning process from a distance as if they were in real laboratory space (Tsavli et al, 2009 [31]; Gerhátová,2014 [33]) . Also, each student learns at his own paces but at the same time interacts with his classmates and teachers and can attend generalschools (Egelston-Dodd & Ting,2007 [21] ; Kyriakou et al ,2015[34] ; Baumann & Melle,2019 [41]).…”

Section: Conclusion-discussionmentioning

confidence: 99%

“…A specialist in adaptive technology deduced that UVL enables physically challenged electronic labs users to access realistically simulated electronics equipment without being in the labs. Gerhátová (2014) [33] presented the implementation methodology of real remote experiment on the internet "Mathematical pendulum" because physically challenged students can conduct such experiments anywhere, anytime and many times. She performed a project assignment, the use of a freely accessible e-experiment from University of Trnava e-laboratory, one also freely accessible virtual experiment and applied them to future physics teachers.…”

Section: Cmentioning

confidence: 99%

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Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

Kontopoulou¹,

Drigas²

2020

IJMH

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Individuals with special educational needs have the right to enjoy the same quality of services in all areas of their lives and to have equal access to information and knowledge as their fellow human beings without difficulties. Information and communication technologies (ICTs) as a tool on these individuals’ education can contribute in the best possible way to the development of their skills, to building the knowledge required and ensuring equal opportunities in their social lives with the effect of their self- esteem and self-sufficiency reinforcement and consequently their integration into society so that they can live in harmony and equality with all its members. This research is a bibliographic review focusing on the usefulness of Information and Communication Technologies in teaching of the Natural Sciences. The choice of topic was based on the attempt to inform for teaching of Natural Sciences through ICTs as an alternative way of learning for people with special educational needs. The results demonstrated that ICTs are valuable cognitive tool for children with special educational needs on natural sciences learning and also these are useful tool for teachers to be able to teach these sciences. The conclusion is that ICTs should be integrated in teaching of the natural sciences

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Section: Conclusion-discussionmentioning

confidence: 99%

Section: Conclusion-discussionmentioning

confidence: 99%

Section: Cmentioning

confidence: 99%

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Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

Kontopoulou¹,

Drigas²

2020

IJMH

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“…It is also essential to point out that the same study focuses on an important aspect of remote experiments, clarifying that remote experiments remove barriers for students with special needs. In contrast to traditional experiments, which are only performed once, remote experiments can be repeated at any time and from any place [4]. From a pedagogical perspective, experiments in traditional labs contribute to students' conceptual learning and help students develop analytical and experimental skills.…”

Section: Introductionmentioning

confidence: 99%

A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development

et al. 2023

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The COVID-19 pandemic brought about a cease to the physical-presence operation of many laboratory-based university courses. As a response, higher education courses turned into distance learning. Distance education can foster sustainability through resource savings offered by the benefits of technology use. Therefore, there is a necessity to establish a pathway for sustainability practices concerning the increasing distance education enrollment and technological progress. Under the previous concept, this research paper presents a remote lab for the “Data Acquisition Systems” course, delivered during the pandemic as the digital twin of its respective conventional lab. This remote lab was designed on the Education for Sustainable Development (ESD) principles to help students develop critical thinking, problem-solving, and collaboration competencies. This paper aims to develop a concrete framework for identifying factors that critically affect students’ performance during remote lab courses. The analysis is based on students’ engagement data collected by the NI-ELVIS remote lab measurement system during the spring academic semester of 2020 at the University of West Attica, Greece. Furthermore, the paper develops a competent prediction model for students at risk of failing the lab. The findings indicate that content comprehension and theory-exercise familiarization were the main risk factors in the case of the specific remote lab. In detail, a unit increase in content comprehension led to a 2.7 unit decrease in the probability of the risk occurrence. In parallel, a unit increase in theory familiarization through exercises led to a 3.2 unit decrease in the probability of the risk occurrence. The findings also underlined that risk factors such as critical thinking were associated with ESD competencies. Besides this, the benefits of delivering distance-learning labs according to the proposed methodology include environmental benefits by contributing to resource and energy savings since students who are about to fail can be located early and assisted.

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Experiments on the Internet-removing Barriers Facing Students with Special Needs

Cited by 2 publications

References 5 publications

Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development

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