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THE USE OF INTERACTIVE WHITE BOARD IN INQUIRY BASED EDUCATION: EXPERIENCE FROM THE CASE STUDY IN CZECH REPUBLIC

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Title: THE USE OF INTERACTIVE WHITE BOARD IN INQUIRY BASED EDUCATION: EXPERIENCE FROM THE CASE STUDY IN CZECH REPUBLIC


1
THE USE OF INTERACTIVE WHITE BOARD IN INQUIRY
BASED EDUCATION EXPERIENCE FROM THE CASE STUDY
IN CZECH REPUBLIC
  • Renata Ryplova, Martina Majerova
  • Faculty of Education, University of South Bohemia
    in Ceske Budejovice (Czech Republic)
  • E mail ryplova_at_pf.jcu.cz

2
  • Two core processes recently highlighted in Czech
    Republic among factors, proposed to help enhance
    the attractiveness of natural sciences for the
    young people and to increase the achievement of
    science education
  • 1. The implementation of the Inquiry Based
    Science Education (IBSE)
  • 2. Introducing modern smart technologies into
    science teaching (interactive whiteboard - IWB)

3
AIMS of work
  • To make up teaching program aimed to the
    morphological properties of the leaf based on
    both, IWB as well as inquiry approach
  • To conduct a case study tracking a classroom
    research on this teaching program and to
    investigate its impact on pupils achievement
  • To search for a use of IWB among teachers using
    IBSE

4
Design of the IWB IBSE teaching program
  • interactive inquiry program
  • introductory question Are all the leaves the
    same?
  • this question should be answered at the end of
    the program by pupils as conclusion from all the
    activities they have absolved during their work
    on interactive program.
  • the interactive program forces the pupils into
    creating hypothesis and proving them through the
    activities included
  • the hands - on activity is not real, but digital.
    (Instead of real leaves the pupils work with
    digital photos)

5
Research methodology
  • Focus group the 7 th grade pupils (12 -13 years
    old) from three different schools in South
    Bohemia. At each school one half of the pupils
    was educated through inquiry approach by using
    IWB and another half of pupils was taught the
    same topic by the same teacher through classical
    frontal teaching without IWB.
  • The level of pupils understanding was evaluated
    by pre and post-test and the results of the
    tested pupils taught by inquiry - IWB education
    were compared to the results of control group of
    pupils taught by frontal teaching.

6
Research methodology
  • For the survey aimed to the use of IWB in IBSE 33
    teachers applying IBSE in biology and using IWB
    at basic schools were asked
  • a) how they use IWB and
  • b) whether they use IWB during their inquiry
    lessons.

7
Results
  • Fig.1 The ways of use of interactive white board
    (IWB) by teachers using inquiry approach and IWB
    in teaching science at Czech basic schools
    (n33). The most of the respondents use the IWB
    just like data projector, or as a tool for
    testing and evaluating pupils, some of them use
    IWB for motivation of pupils through didactic
    games, just a few teachers use the IWB during
    their inquiry lessons IBSE.

8
Results
  • An impact of interactive inquiry program on
    pupilsachivement

Fig.2 Comparison of the pupils achievements
expressed as percentage of the maximum test score
for the matched pre-test and post-test. IBSE
the students absolved inquiry teaching through
IWB, FE students absolved frontal teaching.
Statistically significant differences according
to Student t-test (a 0,05) are marked by an
asterisk
9
Conclusions
  • Inquiry approach by using IWB was very efficient
    and was accepted very positive by pupils. Inquiry
    teaching through IWB increased significantly
    pupils understanding of morphological properties
    of the leaf
  • The teachers use the interactive whiteboard in
    IBSE very seldom
  • ACKNOWLEDGEMENT
  • This work was supported by project no. GAJU
    078/2013/S
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