Wyniki wyszukiwania - Biblioteka Nauki

1

Program edukacyjny GLOBE i jego aspekty geomatyczne

100%

Machinko-Nagrabecka M.

Roczniki Geomatyki

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2003

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tom T. 1, z. 1

164-170

PL

Od kilkunastu lat ponad 1 milion uczniów ze 102 krajów świata prowadzi standaryzowane obserwacje zjawisk na Ziemi. Program GLOBE zainicjowany przez byłego wiceprezydenta Stanów Zjednoczonych Al Gore'a uczy jak prowadzić pomiary i badania naukowe poszczególnych komponentów środowiska, angażując rzesze młodych ludzi w działania na rzecz ochrony i poszanowania środowiska. W Programie tym znaleźć można wiele elementów z zakresu geomatyki, a wizualizacja w Internecie wyników setek tysięcy obserwacji z całego globu jest doskonałym przykładem zastosowań tej dyscypliny.

EN

Since a dozen years or so, more than 1 million pupils in 102 countries of the world conduct standardized observations of developments on the Earth. The GLOBE program, initiated by the former Vice President of the United States, Al Gore teaches how to conduct measurements and scientific research of particular components of the environment engaging masses of youp people in actions in favour of protection and respect for environment. The Program contains many geomatic elements, and visualisation in Internet of hundreds of thousands of observations from all over the world provides a perfect example of practical application of geomatics.

2

Co to jest Program GLOBE?

88%

Machinko-Nagrabecka M.

Studia i Materiały Centrum Edukacji Przyrodniczo-Leśnej

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2002

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tom 04

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nr 1[6]

3

Technologie informacyjne w nauczaniu przedmiotow przyrodniczych. Doswiadczenia z warsztatow dla nauczycieli i doradcow przedmiotowo-metodycznych

51%

Andrzejewska M. , Machinko-Nagrabecka M. , Mikolajczyk P. , Rusztecka M.

Studia i Materiały Centrum Edukacji Przyrodniczo-Leśnej

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2007

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tom 09

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nr 1[15]

PL

W latach 2005-2006 Centrum Informacji o Środowisku UNEP/GRID-Warszawa, we współpracy z Centralnym Ośrodkiem Doskonalenia Nauczycieli, przeprowadziło 3 edycje warsztatów dla nauczycieli i doradców przedmiotowo-metodycznych. Warsztaty nosiły tytuł: Wykorzystanie technologii informacyjnych w nauczaniu przedmiotów przyrodniczych i programach edukacji ekologicznej. W warsztatach wzięło w sumie udział ok. 80 doradców przedmiotowo-metodycznych i nauczycieli przedmiotów przyrodniczych (biologia, geografia, przyroda). Zajęcia prowadzono w trzech modułach tematycznych (w trakcie trzech jednodniowych spotkań). Odbywały się one w pracowni komputerowej, w terenie i na sali wykładowej. Były to moduły tematyczne. Zakres merytoryczny warsztatów bazował na dorobku następujących programów edukacyjnych: Program GLOBE (Global Learning and Observations to Benefit the Environment), e-LSEEE, e-Learning in Science and Environmental Education, Scenariusze zajęć lekcyjnych dla nauczycieli gimnazjum – scenariusze zajęć (terenowych i z zastosowaniem komputera), Różnorodność biologiczna w Polsce oraz Elektroniczny Atlas Środowiska Polski – multimedialny programu edukacyjny, Eksperymenty w szkole – scenariusze praktycznych doświadczeń dostosowanych do warunków i programów szkolnych. Warsztaty były przeprowadzone przy udziale specjalistów poszczególnych dziedzin (GIS, teledetekcja, gleboznawstwo, klimat i atmosfera), doświadczonych metodyków (geografia, biologia) oraz przez zespół Centrum UNEP/GRID-Warszawa i przedstawiciela Szkoły Festiwalu Nauki.

EN

In the years 2005-2006, Environmental Information Centre UNEP/GRID-Warsaw, in collaboration with the National In-Service Teacher Training Center, conducted 3 series of training worskhops for teachers and teaching methodology consultants. The workshops were organised under a guiding theme of Using information technologies in teaching science subjects and in environmental education programmes. Altogether, the workshops were attended by approx. 80 participants: teaching methodology consultants and teachers of science subjects (such as biology, geography, natural science). Each workshop was divided into 3 separate training thematic modules, each carried out in sessions within a single day in the form of lectures, computer workshops, and field exercises. Subject matter of the training worskhops was based on the contents, methodology, and results of the following educational programmes: The GLOBE (Global Learning and Observations to Benefit the Environment) Programme; e-LSEEE: e-Learning in Science and Environmental Education; Lesson plans for middle-school teachers (lesson plans for computer-assisted field classes); Two multimedia educational packages (on CD): Biodiversity in Poland and Electronic Atlas of the Environment in Poland; Science experiments at school – manual on practical experiments tailored to specific conditions and school curriculum. The training workshops were conducted by a highly qualified team consisting of experts in such fields as GIS, remote sensing, soil science, climate and atmospheric research, experienced methodology consultants (biology, geography), a representative of the Science Festival School, and by staff of the UNEP/GRID-Warsaw Centre.

4

Wirtualny Kampinoski Park Narodowy jako narzędzie edukacji ekologicznej

38%

Andrzejewska M. , Baranowski M. , Machinko-Nagrabecka M. , Mikołajczyk P. , Rączka K. , Rusztecka M.

Roczniki Geomatyki

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2008

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tom T. 6, z. 5

7-13

EN

Integrating environmental education with information and communication technologies (ICT) creates a unique opportunity to better convey to the young public the idea of protecting the environment. Great ease with which today's students use modern computer tools and techniques provokes their interest in participation in the activities in which such tools and techniques are widely employed. Environmental education is most frequently pursued through extracurricular activities that involve direct interactions of students with nature. Environmental Information Centre UNEP/GRID-Warsaw has undertaken and carried out a project with the goal to create a multi-functional Internet portal presenting the assets of the Kampinoski National Park. The content of the portal was developed by the Park staff; it also included data and information materials created by appropriately trained students and tourists while visiting the area. The Virtual Kampinoski National Park portal contains three virtual educational trails charted leading through the Park.s areas of particular interest and along which a number of protected nature objects can be seen. Each trail is described in a short text supplemented by multimedia materials such as 360° panoramic pictures, movies, sound, as well as nature-related thematic maps and special data files that, prior to venturing out, can be downloaded to mobile navigation devices such as GPS units or PDA units equipped with GPS modules. While on an Internet virtual hike, the user may visit a number of virtual educational trail stops with information about those particular places, see movies showing spring and summer vegetation as well as pictures shot in four directions (north, south, east and west). On a real hike, tourists equipped with GPS or PDA units and specially designed data entry questionnaires (available on the portal to download and printout) may make field observations regarding such important topics as alien tree species (their presence indicating disturbed ecological balance in a given habitat), tourism infrastructure (availability, condition), tourism pressure evidenced by stray paths created besides marked trails, and, finally, wildlife observations. In all cases, they can take measurements of geographic location of a given observed phenomenon and later transfer such field-collected data into the electronic data questionnaires available on the portal. The data is then processed by a special application and finally visualized on the portal for other users. The map server has been developed based on two software solutions, namely MapServer and Maps- Google. The former is used to display various thematic maps presenting individual components of the Park's environment, while the latter can be used to conduct virtual trips in the Park and is equipped with a number of additional multimedia features. Thus, the three educational trails are visualized on the portal along with thematic layers showing nature-related information such as vegetation or forest habitats - all against the background of the ortophotomap. Attached to each trail stop are their GPSmeasured geographic coordinates as well as illustrative materials such as pictures showing the stop and its immediate vicinity. Additionally, selected trail stops are presented by means of 360° panoramas (both photographic and movie) and archival pictures - all of them can be displayed in a special media presentation window. The Virtual Kampinoski National Park.-portal has already been put to a good use during field educational classes for school teachers and students, entitled .Navigation in the backpack.. During the classes, the participants pursued a number of educational tasks while hiking on the trails in the Kampinoski National Park. Collected data (results of field observations and measurements, their geographic coordinates, photographic documentation) were then uploaded onto the portal, processed and visualized. The students used modern navigation tools and - as an additional fun-task - they were engaged in a navigation-based field game called geocaching which is about finding .treasure boxes.-hidden in places of given coordinates.-.Navigation in the backpack.-project proved a very attractive supplement to the schools.-regular curriculum, the students could learn how to use GPS tools in the field and how to creatively use Internet.