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Jak postępować z substancjami i preparatami niebezpiecznymi w szkole?

Jagodziński P., Schroeder G., Burewicz A.

Recykling

2004

nr 4

18-20

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?

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

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.