Columbus , Ohio
June 28, 2017
June 28, 2017
June 28, 2017
The use of remote real experiments in teaching process is not a new phenomenon either abroad or in Slovakia. However, in Slovakia this kind of experiments has not still become a common teaching tool for science and engineering education and has not been ranked among the conventional ways of teaching.
The most significant barriers to use remote real experiments, identified on the basis of a questionnaire survey, are the following ones: - insufficient technical platform for their use at schools, or rather costly platform creation with the relevant technical parameters (technical and related to them financial obstacles), - technical difficulty and time consuming design of the remote real experiments to be created by teachers, - franchise costs and fees in the case of commercial software products, - lack of information for teachers on web sites with open access to remote experiments, - low teaching level of the available products (underestimated didactic aspects of the offered remote experiments), - lack of trainings for teachers to be trained in using this teaching tool (almost no offer of the adequate continuing professional development courses).
To eliminate the stated barriers a project Remote real experiments in school practice supported by the Ministry of Education, Science, Research and Sport of the Slovak Republic was carried out (2014 – 2016). Within the project two main outputs were developed: - surveillance catalogue (overview) of the remote real experiments accessible on the Internet (http://ki.fpv.ucm.sk/kega/index.html), - methodology for remote real experiment assessment.
The designed methodology is based on the principles used by Ferrero and Dormido. Following the newly created methodology, the experiments included into the designed catalogue were assessed with respect to: - observed experimental process (its particular phenomena) visualization, - speed of response (access time to the experiment), - experiment accessibility from the software point of view, - page navigation, - comprehensibility of the offered instructions regarding the experiment control and operation, - introduction (assignment) of the experiment in relation to the stated teaching goals, - presentation of the theory needed to understand the experiment, - possibilities to communicate with the experiment provider, - provision of different instructions and comments designed for the teacher.
The assessment of particular remote experiments was processed and described using descriptive statistics. Based on these results the paper will present three examples of the remote real experiments with the highest evaluation score: wind tunnel, alternating current rectifier, solar energy conversion.
Bánesz, G., & Hašková, A., & Lukáčová, D. (2017, June), Elimination of barriers for a broader use of remote experiments in Slovakia Paper presented at 2017 ASEE International Forum, Columbus , Ohio. https://peer.asee.org/29282
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