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  • The role of real experiment in science education is irreplaceable. At the same time the real life brings more virtual environment items, new virtual worlds etc. Both children and adults are strongly motivated by experimenting, discovering and understanding things in their own way. The class experiment is to be purposeful, it means clear, appropriate to pupils age, simple, well organized and visible and safety realized. Is the virtual (simulated) experiment able to meet these requirements? The objective of this research project is to discover possibilities and their limits in the use of virtual environment supporting science education, paying special attention to the primary chemistry instruction. It means to research effectiveness of the computer simulations and natural science (chemical) animations applied in primary science education (basic school, years 8 - 9), either independently, or in various combinations with real experiment. The core of the research is to conclude relations, regularities and recommendations for meaningful and effective use of computer simulations and animations, remote and virtual laboratories, remote sensing, and to research pedagogical-psychological phenomena as pre-concepts, individual learning styles, visual literacy etc. (en)
  • Zkoumání vlivu individuálních charakteristik žáků (prekoncepty, styly učení, vizuální gramotnost) na využití školních simulovaných experimentů a analýza výsledků a zkušeností z oblasti kombinace reálného a simulovaného experimentu v počátečním přírodovědném (zejména chemickém) vzdělávání. (cs)
Title
  • Possibilities and Limits of Real and Virtual Environment Interaction in Primary Science Education (en)
  • Možnosti a meze interakce reálného a virtuálního prostředí v počátečním přírodovědném vzdělávání (cs)
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  • školní přírodovědný experiment, reálný experiment, simulace, prekoncepty, vizuální gramotnost (en)
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