ICT in the Project-based Education of Physics Vesselina Dimitrova 1, Neli Dimitrova 2, Frantisek Lustig 3 1 Department of Didactics of Physics, Faculty of Physics, St.Kl.Ohridski University of Sofia, 5A J.Boutcher Blvd., 1164 Sofia, Bulgaria 2 Department for Information and In-servise Training of Teachers, St.Kl.Ohridski University of Sofia, 224 Char Boris ІІІ Blvd., 1619 Sofia, Bulgaria 3 Department of Didactics of Physics, Faculty of Mathematics and Physics, Charles University, Ke Karlovu 3, 121 16 Prague-2, Czech Republic Abstract. The report presents some results of the didactic study that is focused on the use ICT in the project-based education of physics when improving the qualification of teachers of physics and astronomy, and during the teaching process of these school subjects at school. There is a theoretical and conceptual frame of the research presented. The main stages of the research are studied in its empirical basis. Keywords: ICT, internet-technology, physics, prodject-based education of physics. Introduction The integration of Information and Communication Technology (ICT) into the education can enhance students learning in various ways. Teachers will need to work and learn together to establish new and high-quality professional practice. This includes assessment methods as well as teaching methods and different learning environments. The focus is on pedagogy and on the application of new technologies in the learning process. There are different perspectives about how to use ICT. One of them is to present a framework for ICT use in subject teaching based on an understanding of theoretical issues, possible approaches strategies and examples from practice. Computer-based learning in its various generations has acted to open up the world of knowledge to everyone and its most powerful variant, online e-learning, has become a catalyst that has enabled huge changes in what is learned and who is able to learn it. Models of online learning that encourage learners to seek out information, evaluate it, share it collaboratively and, ultimately, transform it into their own knowledge will provide the best e-learning spaces. Today s young people are growing up as a part of the Internet generation and their ease with digital technology, and the access it gives them to almost unlimited opportunities for both broadly based and specialist learning, will undoubtedly result in them becoming a force for social transformation. It is believed that this new generation will not just create, think and learn differently, but will also act, work and even shop differently from previous generations. [1] Internet-based teaching needs to be carefully planned, clearly structured and well sequenced. The conventional stages of preparatory activities, main activities and follow-up/exploitation activities are equally applicable to teaching that makes use of internet-based material: preparation use of online material follow-up/exploitation. This educational paradigm can be seen to work with most if not all ICT applications. Initially, pupils need to be prepared well for what they are going to do when using the Internet. This is beyond matters concerning subject-related learning objectives, awareness rising about their expected conduct while online and development of requisite (technical) skills and vocabulary/terminology. Without these, pupils are bound to have difficulties in moving to higher level and subject domainspecific interactions [2]. For us as teachers, this means that we should choose tasks that afford pupils opportunities to create a shared understanding about the subject domain through collaborative activities..
The integration of internet-based activities into traditional classroom-based learning has clear implications for the roles of learners and the teacher [2]. The inclusion of ICT in the teaching and learning process changes its character and determines the choice of education information technologies. Methodological aspects of integrating of ICT in educational contexts are connected with the development of new methodology, which gives possibilities for distance teaching and learning process distance education. It is possible to use various distance educational technologies as case-technologies, Internet-technologies and telecommunication technologies. Integrated Case-based technologies of the self-study various educational materials (print and electronic) that are provided in the form of case of the learners have an important role as classroom lessons. These exercises significant emphasis on the active work of students in the group of specially trained teachers- tutors. These learning materials are distinguished by their interactivity, which encourages self-learners. Internet technology is characterized by diverse and extensive use of computer training programs and electronic textbooks to which students have access via the Internet. Some methodological aspects of integrating of internet-technologies in the physics education are discussed in the reports [3,4,5]. Telecommunications technologies are based on TV networks and satellite. The use of the computer for the purposes of the educational process challenges the participants to acquire fast digital competence as the ability to read, write and communicate with digital materials. In this sense, different generations face different difficulties in learning these skills. We often say that in this respect students are ahead of their teachers in the speed of learning this important competence for contemporary life. This problem motivates us to research key skills that are developed in an integrated ICT project-based education in Physics. Project-based education as a learning model can be interpreted from the pedagogical, psychological and didactics perspectives. For example, in didactics it is an educational technology including a collection of research problem methods, which are intrinsically creative. [6, p.67]; a model of school organization that focuses on interdisciplinary activities, characterized by longer duration and the students leading role [7, p. 30]; an approach that can be used to implement state educational standards to achieve objectivity in the examination and evaluation, to involve students in learning situations that require a high level of mental activity, to maintain and promote the students individual interests and abilities [8, pp. 166-167]; an instructional learner-centered method [9 ] Our view is that project-based education is a model centered on learning and on independent planning, organizing and carrying out project work, thereby stimulating certain students qualities and skills and providing conditions for individual knowledge and for the creation of products whose purpose and meaning the students are able to defend. In this report we propose some results of didactic investigations associated with some aspects of integrating of ICT in the Project-based teaching and learning on Physics. 1. Opportunities for ICT integration in project - based education. Here we consider the aspect of educational environment. Project-based education can be implemented in various educational settings:
- In the classroom in the implementation of various types of lessons, including laboratory; - Outside the classroom as additional activities, while the educational environment can be individualized for each participant in the learning process or can have its strict specificity as a laboratory, a conference room, a workshop and more. - In a virtual learning environment where learning takes place on an e-learning platform. For example, in the implementation of the educational process with the use of project based education in physics, the physical experiment occupies a significant place. Regardless of the type of educational environment, the various types of experiments (real, remote or virtual) can be successfully used to establish terms of reference both for teachers and students [3,4,5]. In the continuing education of physics teachers how to implement project-based learning in their practice, they were placed in the students role in order to experience the strengths and weaknesses of project-based learning. The second important goal was the development of skills necessary for constructing a particular model of education - to create a project assignment for their students and to present it to the other participants in the course. Each of the teachers was given the instructional material presented below. In discussing the products the following points were expressly focused on: methodological appropriateness, an educational environment in which learning and a form of organization of learning activities will take place, a level of computer use, the type of the expected product and others. Form to create a project task Authors.. Abstract Title Introduction Problem A brief description of the assignment including: theme, age group, type of work (individual or group) To be interesting and related to students life experiences Motivating short text to evoke the students interest - sample situation, what will be explored, why. Description of the problem in a way that is clear and accessible for students Goals What is expected from students to achieve as a result of the assignment - knowledge and skills in terms of specific behavioral terms (describe, analyze, explain) Process Description of the process of performing the task step by step Time Sources Help Description of the time for performing the task depending on the complexity and the place of performance Description of relevant sources (websites, books, manuals, etc.). Suggestions for strategies to work on problems Products Clear description of the product - content, form, design, visible contribution
Evaluation Evaluation form with certain criteria which students have Work Description of the tools necessary for work equipment Tab. 1 Form to create a project task 2. The Results. As a result of the training of teachers in physics, as well as their students, 212 students aged 16-18 years old and 79 teachers of physics and astronomy were observed. Data analysis takes into account the similarities between the students and teachers skills observed, because of the common activities carried out by both groups [10]. Aspects observed Teachers Students Expressing interest in the topic chosen 97% 92% Presence of activeness in the activity carried out 97% 76% Presence of self-organization of the activity 100% 81% Expressing satisfaction with the results achieved 100% 86% Participation in the formation of a team 84% 73% Planning skills of team activities 87% 82% Ability to organize team activities 37% 61% Meaningful aspects of the final product of the activity 91% 91% Technological performance of the product 82% 82% Skills for presenting the product 100% 71% Tab. 2 Results of the aspects observed Summarized results showed an interest, activity, satisfaction with the results, skills developed for project activities and presenting the final product, while teachers expressed a greater degree than students. Students are ahead of their teachers only in the skills demonstrated for organizing team activities. Here we present sample data from a survey of 93 science teachers about their attitude towards the opportunities of using ICT in the learning process, and difficulties encountered in the integration of ICT in education [11]. 1. How often do you use your own computer presentations in the learning process? a) hardly ever; b) once a term; c) once a month; d) every week; g) every lesson. The results clearly show a trend for the use of computer presentations in classes: 33% of teachers surveyed used a computer model once a term, and 40% - every month. Only 10% of teachers do not use computer presentations. 2. Have you ever used the e-learning platform in your professional practice? a).no b).yes
The results of the responses indicate that e-learning environment is unfamiliar to most teachers: nearly 80% said they did not use an e-learning platform, which shows a future perspective for the development of such a model of learning. 3. What difficulties do you encounter in the use of information communication technology (ICT)? a) associated with the use of specific software; b) relating to the preparation of the computer model (computer presentation, etc..) c) to develop a lesson in which to use ICT; d) to use an e-learning platform; e) other: Once again the teachers' unfamiliarity with the e-learning platform and its didactic possibilities for science education is confirmed. Secondly, teachers indicate problems with the use of certain software, and, thirdly, with an equal number of responses are the problems with the preparation of the computer model and the difficulties associated with developing a lesson integrating ICT. Monitoring data and survey very clearly show a trend of openness and interest in the integration of ICT in their educational practice by teachers, but it is necessary to develop their digital competence, which is to be bound to their didactic competence for mainstreaming these technologies in teaching physics (science). For this purpose, it is important to offer certain guidelines: In the first place it is necessary that teachers believe in some didactic advantages and, respectively, functions of ICT, as compared to traditional educational technologies. Increasingly, studies demonstrate this aspect, and it is a change in direction of the manner and quality of learning. Secondly, continuing education of teachers should ensure their integrated competency (digital combined with didactic). The teacher knows how, when, where and why to apply appropriate ICT in accordance with the objectives of the training. Thirdly, the systemic administration of project-based learning with the integration of ICT in educational practice can give the feedback to design educational system approaches, methods and tools for the development of important human intellectual, practical and social skills. Conclusion The educational technologies, including ontodidactical technologies, promote the creation and development of new educational paradigms, which are being used in the informationaleducational students environment. In this environment it is necessary to incorporate new technologies and new society s processes in the 21 st century. The capability of working effectively with technologies, in order to be able to make a full contribution to tomorrow s society, or critical media literacy, to ensure that students are able to take part in social and entertainment activities not as passive recipients but as active and empowered participants [1]. References [1]. HOLMES, Bryn, GARDNER, John, e-learning concepts and practice, SAGE Publications, 2006, London, ISBN-10 1-4129-1110-9. [2]. Learning to Teach Using ICT in the Secondary School, Ed. by M. Leask and N. Pachler, ROUTLEDGE, 1999, London, ISBN 0-415-19432-6.
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