Mathematics in the Background of a Virtual Escape Game

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17310%2F25%3AA2603B40" target="_blank" >RIV/61988987:17310/25:A2603B40 - isvavai.cz</a>

Výsledek na webu

<a href="https://iopscience.iop.org/article/10.1088/1742-6596/3037/1/012005" target="_blank" >https://iopscience.iop.org/article/10.1088/1742-6596/3037/1/012005</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1088/1742-6596/3037/1/012005" target="_blank" >10.1088/1742-6596/3037/1/012005</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Mathematics in the Background of a Virtual Escape Game

Popis výsledku v původním jazyce

Mathematics, as one of the disciplines in STEM education (Science, Technology, Engineering, and Mathematics), requires the crossing of boundaries between it and other subjects for learners to develop a better understanding. The implementation of STEM education in the Czech curriculum of lower secondary and secondary schools is still not very noticeable, and mathematics is often taught completely without any contextual relationship to other subjects. As a result, students do not transfer their mathematical knowledge to other subjects and are essentially unable to apply mathematics. However, new questions are also opening up for teachers who are not well prepared for this concept of science education. The paper will present our experience from two subsequently solved projects dealing with the preparation of educational activities for students, focused on linking knowledge of physics, chemistry, and biology, and using mathematical apparatus and digital technologies in a playful way. The first project created research days for students, implemented at school and at home. The second one was aimed at creating a virtual escape game and used elements of research-oriented teaching. Mathematics, as a subject that permeates all science subjects, gets a lot of space in these activities for demonstrations of applications. However, there are a number of issues associated with this, both from the point of view of the conceptual apparatus, the appropriate formulation of the application task, the correct grasp of the teacher, understanding by students, and so on. We will present the fundamental issues we have addressed in connection with implementing mathematics knowledge into science subjects and describe our solutions.

Název v anglickém jazyce

Mathematics in the Background of a Virtual Escape Game

Popis výsledku anglicky

Mathematics, as one of the disciplines in STEM education (Science, Technology, Engineering, and Mathematics), requires the crossing of boundaries between it and other subjects for learners to develop a better understanding. The implementation of STEM education in the Czech curriculum of lower secondary and secondary schools is still not very noticeable, and mathematics is often taught completely without any contextual relationship to other subjects. As a result, students do not transfer their mathematical knowledge to other subjects and are essentially unable to apply mathematics. However, new questions are also opening up for teachers who are not well prepared for this concept of science education. The paper will present our experience from two subsequently solved projects dealing with the preparation of educational activities for students, focused on linking knowledge of physics, chemistry, and biology, and using mathematical apparatus and digital technologies in a playful way. The first project created research days for students, implemented at school and at home. The second one was aimed at creating a virtual escape game and used elements of research-oriented teaching. Mathematics, as a subject that permeates all science subjects, gets a lot of space in these activities for demonstrations of applications. However, there are a number of issues associated with this, both from the point of view of the conceptual apparatus, the appropriate formulation of the application task, the correct grasp of the teacher, understanding by students, and so on. We will present the fundamental issues we have addressed in connection with implementing mathematics knowledge into science subjects and describe our solutions.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Journal of Physics: Conference Series

ISSN

1742-6588

e-ISSN

1742-6596

Svazek periodika

—

Číslo periodika v rámci svazku

2025

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

9

Strana od-do

—

Kód UT WoS článku

001587137300005

EID výsledku v databázi Scopus

2-s2.0-105009225300