The effectiveness of the computer-based instructions in a Physics course in the secondary school

Simon Ülen
[email protected]
Gimnazija Franca Miklošiča Ljutomer, Slovenija

Ivan Gerlič
[email protected]
Univerza v Mariboru, Fakulteta za naravoslovje in matematiko, Slovenija

Predstavitev

Povzetek

V zadnjih štirih letih poteka v Sloveniji intenzivna posodobitev srednješolskih učnih programov. Osnovno vodilo posodobitve je poiskati tiste učne pristope oziroma metode poučevanja, ki bi omogočale dijakom doseganje globljih - višjih nivojev znanja. V posodobitvi aktivno sodelujemo tudi raziskovalci na področju poučevanja fizike. V prispevku prikazujemo del aktivnosti avtorske skupine, s poudarkom na analizi učinkovitosti računalniško podprtega pouka fizike v srednji šoli. V raziskavi smo, po izvedenih učnih urah iz izbranih poglavij Elektrike, preverjali znanje dijakov, pri čemer smo eno skupino dijakov (eksperimentalna skupina) poučevali z uporabo interaktivnih gradiv, ki smo jih posebej izdelali za raziskavo. Drugo skupino dijakov (kontrolna skupina) smo poučevali na tradicionalni način – frontalno, z metodo razlage in demonstracije. Testirali smo pet taksonomskih stopenj oziroma nivojev znanja dijakov: poznavanje, analizo, sklepanje, primerjavo in ovrednotenje. Rezultati dijakov eksperimentalne skupine so bili boljši od rezultatov dijakov kontrolne skupine na vseh taksonomskih stopnjah. Z rezultati študije smo potrdili našo domnevo, da je računalniško podprt fizike v srednji šoli eden izmed možnih učnih pristopov, ki omogoča doseganje višjih taksonomskih nivojev znanja ter tako lahko predstavlja uspešno dopolnitev, v izbranih primerih pa tudi alternativo tradicionalnemu poučevanju fizike.  

Ključne besede: tradicionalni frontalni pouk, informacijska in komunikacijska tehnologija (IKT), simulacije, računalniško podprt pouk fizike.

Abstract

In the last four years there has been intensive renovation of education across high schools in Slovenia. The main purpose of this change is to discover what kind of teaching approaches and methods will enable students to reach a higher level of knowledge. This programme of renovation has included participation from Physics Education Researchers. In this paper we present a review of activities of the authors group, with emphasis on analysing the successfulness of the computer-based instructions in a Physics course in the secondary school. This research examined the knowledge of third-year high school students after carrying out lessons specifically on the topic of Electricity. In one group (experimental group) students were taught using interactive materials, which we prepared specially for this study. The second group (control group) were taught traditionally - expository teaching and demonstration method were used. Five taxonomic levels were assessed: Knowledge, Analysis, Inference, Comparison and Evaluation. The study showed that the results of the students from the experimental group were significantly better than the results of the students from the control group on every taxonomic level. These results offer support for the assumption that computer-based lessons may enable students to reach higher levels of knowledge and could therefore be an effective completion or alternative to traditional approaches.

Key words: ex cathedra teaching, information and communication technology (ICT), computer simulations, computer-based physics instructions.