Identifying key features of digital resources used during online science practicals

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F23%3A10472307" target="_blank" >RIV/00216208:11310/23:10472307 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=pUrlI.dF57" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=pUrlI.dF57</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1371/journal.pone.0283054" target="_blank" >10.1371/journal.pone.0283054</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Identifying key features of digital resources used during online science practicals

Popis výsledku v původním jazyce

As in our everyday lives, we use digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable to identify and measure their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe the digital resources on which the online instruction of science practicals during the COVID-19 forced lockdowns was built, and their key characteristics were identified. Data were collected from science teachers in Slovakia, Czechia, Slovenia, France, and Spain. The teachers shared the web resources they used and that they would recommend, together with a description of the resources. We recorded 89 inputs representing 50 unique resources. Teachers preferred free resources, mostly for knowledge revision, and newly discovered 36% of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The resource most frequently mentioned and used in more than half of the countries was PhET (Interactive Simulations for Science and Math) which provides free simulations of scientific principles. Other characteristics mentioned in the literature (e.g., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.

Název v anglickém jazyce

Identifying key features of digital resources used during online science practicals

Popis výsledku anglicky

As in our everyday lives, we use digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable to identify and measure their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe the digital resources on which the online instruction of science practicals during the COVID-19 forced lockdowns was built, and their key characteristics were identified. Data were collected from science teachers in Slovakia, Czechia, Slovenia, France, and Spain. The teachers shared the web resources they used and that they would recommend, together with a description of the resources. We recorded 89 inputs representing 50 unique resources. Teachers preferred free resources, mostly for knowledge revision, and newly discovered 36% of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The resource most frequently mentioned and used in more than half of the countries was PhET (Interactive Simulations for Science and Math) which provides free simulations of scientific principles. Other characteristics mentioned in the literature (e.g., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

PLoS One

ISSN

1932-6203

e-ISSN

1932-6203

Svazek periodika

18

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

23

Strana od-do

e0283054

Kód UT WoS článku

001099104900022

EID výsledku v databázi Scopus

2-s2.0-85174913800