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Virtual laboratories in the teaching of mechanical technology

Major Štěpán, Hubálovská Marie

Chemistry-Didactics-Ecology-Metrology

2023

R. 28, NR 1-2

135--155

The aim of this article is to familiarise the reader with the issue of virtual laboratories and to demonstrate their possible use on a concrete example. This example deals with the use of virtual laboratories in the teaching of mechanical engineering in high schools and universities. The Covid-19 pandemic has led to significant changes in the teaching process and its organisation. In this period, teaching usually took place online, which was implemented using resources such as Google Classroom or MS Teams. This article presents a sample task a project on which students of the second and third year of study at a secondary technical school are working. The project has an interdisciplinary character, because during its implementation students apply and further develop skills and knowledge from several subjects, namely physics, mechanics, chemistry and CAD design. The project is dedicated to the design of a pulley casting for a steel rope.

Using the Raspberry Pi microcomputers in STEM education in technically oriented high schools

Major Štěpán, Hubálovská Marie, Wacławek Maria

Chemistry-Didactics-Ecology-Metrology

2021

R. 26, NR 1-2

73--88

The article deals with learning using the project-based method in STEM education. The article describes the use of ICT technologies, specifically Raspberry Pi microcomputers in bending experiment. The bending experiment was designed for students of technically oriented high schools. Pedagogical research was conducted to determine whether the knowledge and skills of students who have been educated by the project-based method in STEM education are more complex, more systematic and more permanent than the knowledge and skills of students taught by standard forms of teaching. The article presents the results of pedagogical research, which lasted for three years. The results confirm that project-based learning and using ICT in STEM education developed complex knowledge and skills in STEM education. Comprehensive knowledge and problem-solving skills are important for the sustainable development of technological education.