| |
 |
UNIVERSITY OF BUCHAREST
FACULTY OF PHYSICS Guest
2024-11-25 0:08 |
 |
|
|
|
Conference: Bucharest University Faculty of Physics 2010 Meeting
Section: Educational Physics
Title:
Interactive conceptual maps-informatic tools for constructivist approach in physics education
Authors:
Florentina Iofciu, S. Antohe, Cristina Miron
Affiliation:
University of Bucharest, Faculty of Physics, P.O.BOX.MG-11, Bucharest, Romania
E-mail
florentina.iofciu@gmail.com
Keywords:
constructivism, informatics tool, key competence, science teaching, conceptual map
Abstract:
Science teaching in gymnasium and high school is a challenge nowadays for most of the teachers. It is a fact that students don`t like to study in the way their parents did, so one solution can be a great change in the methods used during physics class, combined with informatics tool created by the teacher himself(or herself). It is rather easy to create and adapt for each level or class an interactive conceptual map to be used in teaching, evaluating and learning process. This paper describes some conceptual maps projected as informatics tools. They are made using advanced Power Point 2007 notions, combining different type of animation, slide transition and hyperlinks between pages or with external folders. In the same time it is shown how these sequences of learning units can be integrated in lessons and also some examples of combined tools for demo. Using Power Point 2007 we can make attractive and original animations to help in advanced physics notion teaching. All those informatics tools can be used as to apply constructivist methods in physics teaching. These tools can be valorized by using them together with internet facilities: a wiki can be accessed after the classes anytime or how many times student consider necessary as to fix the knowledge. Being an open tool, students can improve it by adding their suggestions, working together with their teachers, changing opinions and experience. This may be the future: long life learning in a learning organization.
|
|
|
|