Wyniki wyszukiwania - Biblioteka Nauki

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Eksperyment chemiczny jako element kształcenia chemicznego wspomaganego multimedialnie

100%

Gulińska H.

Ekologia i Technika

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2005

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tom R. 13, nr 6

247-252

PL

W Leksykonie zamieszczono opisy eksperymentów zawierających wyszczególnienie sprzętu i odczynników potrzebnych do przeprowadzenia eksperymentu, opis wraz ze schematem aparatury, spostrzeżenia i wnioski oraz filmową prezentację ich przebiegu. Wszystkie zamieszczone w Leksykonie eksperymenty wykonano w studiu filmowym Zakładu Dydaktyki Chemii UAM w Poznaniu.

EN

The need to adjust chemical experiments to the conditions of contemporary schools, creating new chemical experiments which would visualize the mechanisms of phenomena seen in nature as well as the use of modern information technology to present these experiments, gave an impulse to designing and, consequently, publishing of a new Multimedia Lexicon of Chemical Experiments. This didactic means was incorporated within chemical education at stage III and IV. It was also used by Chemistry Department students preparing to their future teaching job. The Lexicon with its modular composition may not only be used at different levels of education, but also during classes where various methods are employed (especially the problem method). Modern and multifunctional structure of the Lexicon as well as its interdisciplinary character make it a very interesting means of teaching future teachers and educating the ones currently working in schools who thus have a wonderful possibility of learning to use new information technologies in the school environment. A set of educational films, enclosed within the Lexicon, showing the course of chemical experiments and experiments in environmental chemistry, was divided into five blocks which cover issues referring to air, water, soil, food and waste. For each block there are five films, each of them in two versions: one of a lecture type, the other presenting ?a problem approach, which makes fifty films altogether. In the set there are films which present the course of experiments pertaining to a given topic. These are short, 3- 8 minute films, easy to use during the class. Multimedia Lexicon of Chemical Experiments contains the following modules:1. Characteristics of hazardous chemicals; 2. Characteristics of laboratory equipment essential to perform the experiments; 3. Scripts of films; 4. Film sequences featuring both the lecture approach as well as the problem one; 5. Chemical Glossary; 6. Audio- visual aids such as animations, models, tables, additional information which assist in understanding more important issues; 7. Skill and abilities acquired by students might be tested by means of tasks and tests included in the Lexicon. The Multimedia Lexicon of Chemical Experiments might be a valuable tool for many user groups such as teachers of different kinds of schools, students who may use it as parts of their presentations during traditional classes or laboratory classes, it may also serve as an audiovisual instruction to Chemistry classes experiments. Films help to introduce teaching material both in Chemistry as well as in Chemistry of Natural Environment in schools of various types within the existing curricula. They are also of great use in the process of educating teachers at various courses as well as at postgraduate studies.

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Strategia multimedialnego kształcenia chemicznego

100%

Gulińska H.

Przemysł Chemiczny

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2003

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tom T. 82, nr 8-9

1335-1336

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Technologia informacyjna w kształceniu chemicznym

100%

Gulińska H.

Wiadomości Chemiczne

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2007

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tom [Z] 61, 5-6

303-338

EN

In order to teach effectively and efficiently, one has to combine various elements of depiction and visualization, as well as to create emotional, imaginative and sensational linkages in the learner's mind. Visualization allows to get through to one's real, inner, and subjective emotions, sensations and images. It is sometimes said that our eyes are an interface between our brain and the outside world. A good example of putting this assumption into practice can be found in the educational packages backing up chemistry curricula at different educational levels. The multimedia software designed or code signed by the author of the article comprises either succinct printed textbooks with integral CDs, or multimedia textbooks available both on CDs and on the Internet. Each of the CD multimedia lessons contains animations and simulations of chemical processes and phenomena, dynamic and three-dimensional element and compound models, tests and problem solving tasks, as well as film sequences illus-trating chemical experiments. Not only do those films allow the user to watch respective fragments of a given experiment in close-up so as to analyze interrelationships between them, but they can also be played repeatedly, thus making the user memorize the sequence of laboratory activities or the course of industrial processes. Such presentations of experiments can help teachers and students who are, for some reasons, unable to carry them out on their own. They are also an inspiration for those willing to carry out new experiments and, above all, an aid to those looking for didactic means to explain complex questions. What is important is that all experiments presented on the CDs are only those that can be always carried out safely, successfully and economically. Their visualizations create images of the course of chemical experiments in the learner's mind, which, though no substitute for their actual replication, can still be a valuable source of knowledge. The article additionally presents the interactive board as means of creating and saving interactive educational images, a tool of interactive evaluation of knowledge and skills, a field for playing educational games, a device helping the teacher organize his work, a medium of remote teaching, and a his inspiration for carrying out and interpreting experiments.

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Podręcznik multimedialny w kształceniu chemicznym

63%

Gulińska H. , Burewicz A.

Wiadomości Chemiczne

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2000

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tom [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"

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Obszary badań w zakresie dydaktyki chemii

51%

Gulińska H. , Janiuk R. M. , Maciejowska I.

Wiadomości Chemiczne

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2007

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tom [Z] 61, 9-10

653-686

EN

The article describes the research in chemical education carried out in Poland and its significance for improvement of chemical education on each level, as well as for the general development of learners and their future career choices. The research was carried out in cooperation with world scientific centers through, participation of polish researchers in international conferences, organization of cyclic international meetings, carrying out many years' standing common research, and taking part by the university and PhD students in European exchange programs. Particular attention has been paid to the importance of information technology development, including for instance e-teaching. It has been proven that research in chemical education contributes to elaboration of theoretical assumptions concerning teaching processes. The results are now aimed at their application in chemistry teaching and learning efficacy improvement.

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

38%

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

Wiadomości Chemiczne

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2002

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tom [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.