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Zmiany w konotacyjnym postrzeganiu pojęć z obszaru nauki zaobserwowane podczas obozu naukowego
Języki publikacji
Abstrakty
The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such as chemistry or physics with real life outside the classroom. Their ideas about the scientists are often mistaken and glamorized. With the effort of the Vebor camp, these ideas are corrected and shifted towards reality. The research was focused on the perception of children of selected concepts before and after the camp. There are many researches fields dealing with science camps or teaching outside of school. Our research has used the semantic differential method, which we have seen only sporadically in research on this subject. The results of the research are mostly positive and show that the scientific camp has a positive impact on the understanding and perception of children of selected aids from the area of science and education. Very interesting are the results, for example, when the term of “teacher”, where the connotative perception of the term has changed from very negative to highly positive with statistical significance of 99 %. Many of the more interesting results are presented in the article.
Czasopismo
Rocznik
Tom
Strony
53--60
Opis fizyczny
Bibliogr. 15 poz., wykr., tab.
Twórcy
autor
- Department of Didactics in Science, Psychology and Pedagogy, Faculty of Nature Sciences, Comenius University, Bratislava, Slovakia, Ilkovičova 6, 842 15 Bratislava 4, phone +421 2 602 96 451
Bibliografia
- [1] Sadler TD Zeidler DL. Scientific literacy PISA and socioscientific discourse: Assessment for progressive aims of science education. J Res Sci Teaching. 2009;46(8):909-21. DOI: 10.1002/tea.20327.
- [2] Zhang J. The nature of external representations in problem solving. Cognitive Sci Society. 1997;2:179-217. DOI: 10.1207/s15516709cog2102_3.
- [3] SciCamp Konzorcium. SciCamp A Network for Science Camps in Europe; 2015. Available from: http://sciencecamps.eu/project/.
- [4] Sveegaard U. SciCamp A Network for Science Camps in Europe; 2014. Available from: http://sciencecamps.eu/wp-content/uploads/2014/06/SCICAMP_SVK.pdf.
- [5] Žoldošová K Held Ľ Kirchmayerová J Kvasničák R Prokop P Slanicay J. Prírodovedné vzdelávanie v teréne. [Nature science education in field]. Trnava: Pedagogická fakulta TU; 2004. ISBN: 8089074812.
- [6] Gavora P Koldeaová L Dvorská D Pekárová J Moravčík M. Elektronická učebnica pedagogického výskumu. [Electronic handbook of pedagogical research]. 2010. ISBN: 9788022329514. Available from: http://www.e-metodologia.fedu.uniba.sk/.
- [7] Wolf I Schröder T. Connotative meanings of sustanable mobility: A segmentation approach using cultural sentiments. Transportation Res. Part A: Policy and Practice. 2019;126:259-80. DOI: 10.1016/j.tra.2019.06.002.
- [8] Hewstone M Stroebe W. Sociální psychologie: Moderní učebnice sociální psychologie. [Social psychology: Modern handbook of social psychology]. Praha: Portál; 2006. ISBN: 8073670925.
- [9] Aydin ED Tong T. Enhancing architectural representations in 3D virtual reality: Building denotative and connotative meanings. Megaron. 2019;14(2):185-95. DOI: 10.14744/megaron.2019.01336.
- [10] Hattie J Marsh HW Neill JT Richards GE. Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Rev Education Res. 1997;67(1):43-87. DOI: 10.3102/00346543067001043.
- [11] Prokop P Tuncer G Kvasničák R. Short-term effects of field programme on students’ knowledge and attitude toward biology: a Slovak experience. J Sci Educat Technol. 2007;16:247. DOI: 10.1007/s10956-007-9044-8.
- [12] Lai H Chang Ch Li W Fan Y Wu Y. The implementation of mobile learning in outdoor education: Application of QR codes. British J Educat Technol. 2013;44(2):57-62. DOI: 10.1111/j.1467-8535.2012.01343.x.
- [13] Dillon J Rickinson M Teamey K Morris M Choi MY Sanders D et al. The value of outdoor learning: evidence from research in the UK and elsewhere. School Sci Rev. 2006;87:107-11. Available from: https://www.univie.ac.at/freilanddidaktik/literatur/Dillon_School%20Sc.%20Rev._2006_The%20value%20of%20outdoor%20learning.pdf.
- [14] Martin K. Summer Camp Youth Leadership Development: An investigation of adolescents’ perceptions of best practices. J Youth Development. 2018;3(3):161-82. DOI: 10.5195/jyd.2018.536.
- [15] Antink-Meyer A Bartos S Lederman JS Lederman NG. Using science camps to develop understandings about scientific inqury - Taiwanese students in a U.S. summer science camp. Inter J Sci Mathematic Education. 2016; DOI: 10.1007/s10763-014-9576-3.
Uwagi
PL
Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2020).
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-9985ebcd-d81f-4b0f-887b-90321367d6ac