Go-Lab Ecosystem: Using Online Laboratories in a Primary School

Dziabenko, Olga; Budnyk, Olena

doi:10.21125/edulearn.2019.2304

Cited by 12 publications

(8 citation statements)

References 7 publications

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“…(b) Lack of or inappropriate focus on computational literacy: Another group of excluded publications, in contrast to the first, can be assigned to science education but without focusing on the specific teaching of or linking to computational literacy or related concepts in science education. Although Dziabenko and Budnyk (2019) show that informatics aspects play a role in the background when digital experiments and laboratories are integrated into science education, but the essential concepts from informatics remain mainly hidden or cannot be actively taken up and transferred to other cases. This is because they must be explicitly addressed and linked.…”

Section: Screening and Deciding On Eligibility: Delimitation By Exclu...mentioning

confidence: 99%

Computational literacy in science education–A systematic review

Braun

Huwer

2022

Front. Educ.

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Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly important because many scientific professions or research can no longer be done without basic computer knowledge and computational literacy. The central approach to educating future teachers is the university course of study. This paper aims to systematically provide an insight into which scientifically relevant publications address this issue. The essential criterion in this review is the restriction on science education or more general science, technology, engineering, and mathematics (STEM) education in schools or universities. Equally important is the specification that computational literacy (informatics competencies, information literacy, computer literacy, or computational thinking) are purposefully taught or trained. Only publications in the Web of Science database were included for quality assurance. This paper investigates to what extent scientifically valid research or knowledge is available at this junction, i.e., computational literacy in science education. Thereby, we distinguish between different approaches, such as effect studies on individual aspects, isolated practical contributions with a pronounced trial-and-error character, or systematic or model-based considerations in quantitative and qualitative studies. The results show common aspects, prominent trends, and promising approaches. However, possibly existing (subject-) didactic concerns should be considered in more detail and the dual perspective role of the students as future teachers. In addition to learning basic computer skills, the ability to teach them is also essential so that the scientific education of the students can benefit from them to the required extent.

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Section: Screening and Deciding On Eligibility: Delimitation By Exclu...mentioning

confidence: 99%

Computational literacy in science education–A systematic review

Braun

Huwer

2022

Front. Educ.

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“…All software that can be used during the learning process in the application of STEM technology can be divided into desktop applications, mobile applications, and web-oriented technologies. The most perspective of information and communication technology (ITC) to use is augmented reality [1,18,21], virtual reality [2,12,13,18,20,25,27,29,38], providing of digital environments of education, including computer modeling [7,17,28,30,34], providing of centralized educational networks [31,36], mobile-based education [22,23], modeling environments [9,[14][15][16] providing of education visualization by including YouTube videos [5,6], 3D modeling and printing, etc. Comparison of the most used in the education process software is presented in table 1.…”

Section: Types Of Software Which Can Be Used During Educationmentioning

confidence: 99%

Comparison of Google Lens recognition performance with other plant recognition systems

Bilyk¹,

Shapovalov²,

Shapovalov³

et al. 2022

Educ. Technol. Q.

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In the context of the STEM approach to education, motivating pupils through tailored research and leveraging IT in the classroom is relevant. The justification of these approaches hasn't received much examination, though. The purpose of the study is to support the decision to use an AR-plant recognition application to give tailored instruction throughout both extracurricular activities and the school day. Every phase of an app's interaction with a user was examined and used to categorize every app. Also described were the social settings of the applications and how they were used for extracurricular activities. There has been discussion on the didactics of using AR recognition apps in biology classes. A survey of experts in digital education regarding the ease of installation, the friendliness of the interface, and the accuracy of image processing was conducted to give usability analysis. Applications were examined for their ability to accurately identify plants on the "Dneprovskiy district of Kiev" list in order to assess the rationale of usage. It has been established that Google Lens is the best option. As an alternative to Seek or Flora Incognita, according to the analysis's findings, these apps were less accurate.

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“…At the same time, an important aspect of the organization of practice at the University of Cyprus is the creation of videos and participation in video clubs for future teachers [8]. Here students have the opportunity to demonstrate fragments of their conducted lessons, talk about their successes and failures, take into account the views of their fellow-students on working with school children.…”

Section: Fig 1 Structure Of the Undergraduate Programmes Of The Depar...mentioning

confidence: 99%

Peculiarities of Organization of Pedagogical Practice for Future Teachers of Primary School in Ukraine and Cyprus: Comparative Analysis

Papaevripidou

Budnyk

Blyznyuk

et al. 2022

jpnu

Self Cite

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The article substantiates the relevance of practice-oriented learning and highlights the importance of practice in school in the process of training future teachers. The authors define progressive ideas of teachers’ practical professional training in Ukraine and the Republic of Cyprus. A comparative analysis of the Field Placement Program of student teachers of the two countries was performed. The stages of practice-oriented training of future primary school teachers, the content and results of pedagogical practice are highlighted. The paper describes the experience of the University of Cyprus (UCY) on the activities of clubs in teacher education, where students create conditions to discuss positive and negative situations, share ideas with students at school, carry out collaborative analysis of their teaching during field placement in video clubs. It was found out that in Vasyl Stefanyk Precarpathian National University (PNU) the discussion of the results of students’ work during pedagogical practice at school is carried out mostly at the university with a group of teachers and learners where future teachers publicly report on their work. The graduate students’ feedback on Teacher Education (results of pedagogical practice in school) is analyzed: the presence of clear instructions on the organization of teacher activities in primary school; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals; skills of organizing educational dialogue in the classroom; ability to create comfortable psychological comfort in the classroom; establishing partnerships with students’ parents and teachers at school; skills of communicative culture in teaching children; use of means to stimulate students’ motivation, etc.

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Go-Lab Ecosystem: Using Online Laboratories in a Primary School

Cited by 12 publications

References 7 publications

Computational literacy in science education–A systematic review

Computational literacy in science education–A systematic review

Comparison of Google Lens recognition performance with other plant recognition systems

Peculiarities of Organization of Pedagogical Practice for Future Teachers of Primary School in Ukraine and Cyprus: Comparative Analysis

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