RAZLIKE V UPORABI IN UČITELJEVIH STALIŠČIH DO UPORABE RAČUNALNIKA PRI POUKU FIZIKE, KEMIJE IN BIOLOGIJE V SREDNJIH ŠOLAH

DIFFERENCES IN APPLICATION AND TEACHER`S ATTITUDES TOWARD COMPUTERS IN PHYSICS, CHEMISTRY AND BIOLOGY LESSONS IN HIGH SCHOOLS

mag. Marjanca Šteblaj, Univerza v Ljubljani, Pedagoška fakulteta, mag. Andrej Šorgo, Prva gimnazija Maribor

Povzetek
Rezultati analiz kažejo, da so slovenske šole dobro opremljene z računalniki, nekatere pa tudi z opremo za računalniško podprt naravoslovni laboratorij. Zanimalo nas je, ali obstajajo razlike v uporabi in stališčih do uporabe računalnika med učitelji fizike, kemije in biologije oz. ali lahko govorimo o skupini učiteljev naravoslovnih predmetov pri uporabi računalnika kot enotni skupini. Prve analize potrjujejo dejstvo, da opremljenost s potrebno tehnologijo ni zagotovilo, da bo pri pouku resnično uporabljena in da na izbiro učitelja o uporabi neke metode pri pouku poleg ustrezne tehnične opremljenosti vpliva tudi ustreznost metode, učiteljeva strokovna usposobljenost za uporabo opreme, njegova stališča do uporabe opreme in situacija, v kateri naj bi jo uporabil. Razlike med učitelji fizike, kemije in biologije pri uporabi in stališčih do računalnika niso zanemarljive, zato ne moremo govoriti o njih kot enotni skupini učiteljev naravoslovnih predmetov.

Ključne besede
računalnik pri poučevanju, računalniško podprt laboratorij, fizika, kemija, biologija

Abstract
Many high schools in Slovenia have basic equipment for computerised school science laboratory including data acquisition system and sensors. Most of high schools in Slovenia also have many computers for teaching and learning. The main question of our research was if there any differences in attitudes and applications of computers between teachers of physics, chemistry and biology or. if we can talk about uniform group of science teachers referring to computer applications. Preliminary results confirmed that the presence of ICT in schools doesn't necessary mean that teachers use it. They also confirmed that teaching methods, teacher's knowledge about ICT, teacher's attitudes and concrete situations in classrooms influence teacher's decision on using ICT in classroom. It can be concluded from the results, that there are some important differences between teachers of physics, chemistry and biology in their application of ICT and attitude toward computers and that we could not talk about them as a uniform group of science teachers.

Keywords
computer in teaching, computer-based laboratory, physics, chemistry, biology