Wyniki wyszukiwania - BazTech

1

Jak postępować z substancjami i preparatami niebezpiecznymi w szkole?

Jagodziński P., Schroeder G., Burewicz A.

Recykling

|

2004

|

nr 4

18-20

PL

W celu ochrony przed szkodliwym wpływem substancji niebezpiecznych na nasze zdrowie i na środowisko naturalne wprowadzono szereg przepisów określających zasady postępowania z tymi substancjami praktycznie na każdym etapie ich "życia", tzn. produkcji, wykorzystania i zagospodarowania pozostałości. Jak jednak przedstawia się problem postępowania z substancjami i preparatami niebezpiecznymi oraz powstającymi w wyniku ich użytkowania odpadami w działalności dydaktyczno-wychowawczej szkół? Czy istotny jest także problem opakowań pozostałych po substancjach chemicznych, użytych do eksperymentowania?

2

Akademicki podręcznik multimedialny "Dydaktyka ochrony środowiska" w systemie kształcenia stacjonarnego i zdalnego

Burewicz A., Gulińska H., Jagodziński P., Miranowicz M., Miranowicz N., Wolski R., Zielińska M.

Wiadomości Chemiczne

|

2002

|

[Z] 56, 11-12

1053-1085

EN

In the course of the "KBN" research project in the Department of Chemistry Didactics at Adam Mickiewicz University in Poznań, the first Polish academic multimedial handbook Teaching of Environmental Protection. This handbook is devoted to full time (on-site) undergraduate and graduate students, but may also be used in a system of remote education of primarily teaching staff. The article describes successfully functioning systems of remote teaching in Poland and abroad and includes a discussion of their effectiveness. The handbook Teaching of Environmental Protection differs from a conventional handbook in, among others, that each of its pages is not only illustrated by images or diagrams, but films, animations or simulations and includes the fact that all the functions of the learner and/or teacher are registered, which allows presentation, at the appropriate moment, of the appropriate assignment and/or test. The prepared system of hypertextual and hypermedial references simplifies searching out information and its compilation into various conceptual structures. Hence, this is an interactive handbook, with a branching, modular structure with broad potential for an uncomplicated expansion of its content. The illustration of content prepared for the needs of the handbook are further discussed in the context of a choice of appropriate matters for effective visualization as well as programming tools necessary for this. An important element of this work was the preparation of basic methods of imaging by means of computer tools. Considering the fundamental role played in chemical education by the experiment, the films included on the pages (windows) of the handbook were assigned to several modules, and then each of them was described with relation to the function that a given group of film sequences can play in the learning-teaching process. The article presents the first results of the didactic work of teachers employing the modular system of remote teaching, making use of the handbook Teaching of Environmental Protection, and discusses them with relation to results obtained in the Department of Chemistry Didactics, during work with other multimedial products prepared there.

3

Podręcznik multimedialny w kształceniu chemicznym

Gulińska H., Burewicz A.

Wiadomości Chemiczne

|

2000

|

[Z] 54, 7-8

651-676

EN

A review of current textbooks on the teaching of chemistry allows us to state that an ever-growing number of them are not only very thoroughly illustrated, but are supplemented by many didactic media. The elements supporting the textbook should be treated as unique elements added at the time that the text itself was already in existence. Quite a different teaching approach is found in the case of textbooks created from the outset with the idea of using many medial codes of presenting information and having a unitary structure with specially prepared supporting media (slides, overhead transparencies, videocassetes). In the situation where the supporting media comprise the fundamental element of the audio-visual textbook, taking over a considerable amount of its content, the preparation of the appropriate materials takes on the central role in creating the book itself. Preparation of a textbook fulfilling the above mentioned criteria encounters difficulties primary of a technical nature. The hope for overcoming them lies over more often in multimedial textbooks. Working with multimedial textbook of this type should place the student in a research situation, creating conditions for conducting independent reseach - seeking answers to posed questions and providing solutions to theoretical and practical problems. Substitution of the traditional textbook with multimedial one opens several hitherto unused avenues of action made available through the new educational technology. In Poland, multimedial textbooks have yet to be developed, which would be devoted to the teaching of chemistry at the high school and junior high school level (from 13 to 18 years) and meeting the standards of the of the curriculum. These considerations have resulted in our developing research aimed at an evaluation of the effectivness of chemistry teaching supported by multimedial programs. The latter are aimed at intellectual and manual motivation of the students through emotional engagement and the way they reinforce information retention and provide acceptable methods of systematizing information elicited by the structure of the multimedial programs themselves. In considering the resuts of our research, confirming the possibility of a considerable improvement in the effectiveness of teaching natural science subjects by means of multimedia, we undertook activities aimed at developing multimedial textbooks for the teaching of chemistry at various educational levels. This undertaking of considerable scope is initiated by the textbook Chemistry with Elements of Ecology by H. Gulińska and A. Burewicz, aimed at the high school level of teching. The textbook Chemistry with Elements of Ecology is composed of three parts (each on two CD-ROMs) and contains the following subject area groups: Part 1 - "Chemistry Fundamentals", Part 2 - "Types of Inorganic Compounds", Part 3 - "Carbon and Its Compounds"