TECHNOLOGY SUPPORTED INQUIRY LEARNING IMPROVES STUDENTS' ABILITY TO USE AND UNDERSTAND GRAPHS IN BIOLOGY

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F16%3A43891423" target="_blank" >RIV/60076658:12410/16:43891423 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2016.0807" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.0807</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2016.0807" target="_blank" >10.21125/iceri.2016.0807</a>

Jazyk výsledku

angličtina

Název v původním jazyce

TECHNOLOGY SUPPORTED INQUIRY LEARNING IMPROVES STUDENTS' ABILITY TO USE AND UNDERSTAND GRAPHS IN BIOLOGY

Popis výsledku v původním jazyce

This contribution brings the results of the survey aimed to the impact of technology supported and inquiry oriented learning unit on student's ability to use and understand graphs conducted at Czech basic schools. 119 basic school pupils of 7th grade (12 - 14 years old) were tested by using the questionnaire containing tasks involving solution of graphics problems related to photosynthesis. A pre-test - post-test experimental design was chosen. One group of the participants absolved an inquiry oriented learning unit including students' measurement of photosynthesis by didactic measuring sets, (Vernier Software & Technology). The participants of the control group absolved the frontal learning unit where graphs of photosynthesis were just shown them on data projector. The results of the survey showed a highly positive impact of inquiry and technology supported learning on students understanding of graphs. The students educated through technology supported inquiry were more successful in all investigated aspects of creating and understanding graphs: choosing proper type of graph, transferring data from the tab into the graph, interpreting conclusions from the graph, plotting the graph, creating the legend and also assigning the variables to the axes. This research brings a conclusion, that the students' ability to use and understand graphs is practice dependent and that inquiry learning supported by technology could be recommended for the use in science education to improve students' skills in working with graphs.

Název v anglickém jazyce

TECHNOLOGY SUPPORTED INQUIRY LEARNING IMPROVES STUDENTS' ABILITY TO USE AND UNDERSTAND GRAPHS IN BIOLOGY

Popis výsledku anglicky

This contribution brings the results of the survey aimed to the impact of technology supported and inquiry oriented learning unit on student's ability to use and understand graphs conducted at Czech basic schools. 119 basic school pupils of 7th grade (12 - 14 years old) were tested by using the questionnaire containing tasks involving solution of graphics problems related to photosynthesis. A pre-test - post-test experimental design was chosen. One group of the participants absolved an inquiry oriented learning unit including students' measurement of photosynthesis by didactic measuring sets, (Vernier Software & Technology). The participants of the control group absolved the frontal learning unit where graphs of photosynthesis were just shown them on data projector. The results of the survey showed a highly positive impact of inquiry and technology supported learning on students understanding of graphs. The students educated through technology supported inquiry were more successful in all investigated aspects of creating and understanding graphs: choosing proper type of graph, transferring data from the tab into the graph, interpreting conclusions from the graph, plotting the graph, creating the legend and also assigning the variables to the axes. This research brings a conclusion, that the students' ability to use and understand graphs is practice dependent and that inquiry learning supported by technology could be recommended for the use in science education to improve students' skills in working with graphs.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2016 Proceedings of the 9th annual International Conference of Education, Research and Innovation

ISBN

978-84-617-5895-1

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

7

Strana od-do

7898-7904

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Seville, Spain

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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