Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

• Autorzy: Karolčík Š. , Čipková E.

Identyfikatory

DOI

10.1515/cdem-2017-0006

Warianty tytułu

PL

Postawy nauczycieli chemii wobec zwiększania kompetencji osobistych w stosowaniu praktyki TIK

• Języki publikacji: EN

Abstrakty

EN

The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled “Modernisation of the Educational Process in Primary and Secondary Schools”. The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

PL

Analizie poddano opinie i postawy nauczycieli chemii biorących udział w narodowym projekcie „Modernizacja Procesu Edukacyjnego w Szkołach Podstawowych i Ponadpodstawowych”. Część badawcza opracowania składa się z analizy wyników, które prezentują ogólne zadowolenie uczestników kursu z poziomu zawodowego, trudności i treści zaprojektowanego modelu nauczania opartego na TPACK (Technological Pedagogical Content Knowledge) oraz samoocenę nabytych umiejętności i wiedzy w zakresie pracy z poszczególnymi aplikacjami programowymi i sprzętowymi. Wyniki wskazują, że kurs oparty o ramy TPACK i obejmujący konkretne przykłady działań dydaktycznych wspieranych przez wykorzystanie technologii został wysoko oceniony przez nauczycieli. Przykłady metodologii właściwego wykorzystania technologii cyfrowych w konkretnym temacie nauczania chemii z wykorzystaniem modelu TPACK zostały ocenione przez nauczycieli jako najkorzystniejsze pod względem faktycznej praktyki dydaktycznej. Badania potwierdziły, że nauczyciele oczekują technologii edukacyjnych wraz z wysokiej jakości wskazówkami metodycznymi oraz konkretnymi przykładami działań dydaktycznych wiążących się z odpowiednim i efektywnym wykorzystaniem danej technologii cyfrowej w procesie nauczania.

Słowa kluczowe

EN

ICT in Chemistry teaching; teaching methods; educational technologies; courses for teachers; teaching Chemistry; information and communication technologies

PL

TIK w nauczaniu chemii; metody nauczania; technologie edukacyjne; kursy dla nauczycieli; nauczanie chemii; technologie informacyjne i komunikacyjne

• Wydawca: Towarzystwo Chemii i Inżynierii Ekologicznej
• Czasopismo: Chemistry-Didactics-Ecology-Metrology
• Rocznik: 2017
• Tom: R. 22, NR 1-2
• Strony: 99--121
• Opis fizyczny: Bibliogr. 81 poz., rys., tab.

Twórcy

autor

Karolčík Š.

• Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava, Mlynská dolina, Ilkovičova 6, 842 15 Bratislava, Slovakia, phone [phone]

autor

Čipková E.

• Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava, Mlynská dolina, Ilkovičova 6, 842 15 Bratislava, Slovakia, phone [phone]

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