Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10383098" target="_blank" >RIV/00216208:11410/18:10383098 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.29333/ejmste/83679" target="_blank" >https://doi.org/10.29333/ejmste/83679</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.29333/ejmste/83679" target="_blank" >10.29333/ejmste/83679</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

Popis výsledku v původním jazyce

With the advent of computers virtual dissection was recognized as a plausible option for the replacement of hands-on dissection. Based on survey data collected from 489 Czech Biology teachers it was revealed that teachers value positively both variants of dissection, even more, differences are small or even negligible. Differences on motivation scale toward both variants are small or negligible too. From the answers based on motivation scale, we can construct a ghost teacher as someone who recognizes both alternatives of dissections as interesting, and even pleasant and fun activities. However, dissection should be performed as mostly as self-regulated activities with perceived benefits for the students as the dominant incentive, while not recognizing activity as important. The differences exist both between the acceptability of different kind of organisms for hands-on and virtual dissection, and in the actual school practice. In the long term perspective is cohabitation of both variants most probable.

Název v anglickém jazyce

Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

Popis výsledku anglicky

With the advent of computers virtual dissection was recognized as a plausible option for the replacement of hands-on dissection. Based on survey data collected from 489 Czech Biology teachers it was revealed that teachers value positively both variants of dissection, even more, differences are small or even negligible. Differences on motivation scale toward both variants are small or negligible too. From the answers based on motivation scale, we can construct a ghost teacher as someone who recognizes both alternatives of dissections as interesting, and even pleasant and fun activities. However, dissection should be performed as mostly as self-regulated activities with perceived benefits for the students as the dominant incentive, while not recognizing activity as important. The differences exist both between the acceptability of different kind of organisms for hands-on and virtual dissection, and in the actual school practice. In the long term perspective is cohabitation of both variants most probable.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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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

2018

Kód důvěrnosti údajů

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

Název periodika

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

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Svazek periodika

14

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

15

Strana od-do

1415-1429

Kód UT WoS článku

000429004200026

EID výsledku v databázi Scopus

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