منصة المشاركة والتأليف للمعلم والمتعلم للعلوم بوابة (Go-Lab) للتعلم في المدرسة

المؤلفون

  • اسراء حسن السراي وزارة التربية، مديرية تربية بغداد الكرخ الثالثة، بغداد، العراق

مختبرات العلوم العالمية عبر الإنترنت مشروع تعاوني أوروبي بتمويل مشترك من المفوضية الأوروبية، توفر فرصة للطلاب والمدرسين في اكتساب الخبرة المعملية في العلوم من خلال إجراء تجارب باستخدام معدات مختبرات تدار من قبل شركات وكادر فني مختصة في التعامل مع كافة التجارب العلمية عن طريق الانترنيت. وكيف انها تسمح للمدرس في اختيار السيناريو الخاص به. في هذه البحث نسلط الضوء على كيفية الاستفادة منها في تطوير العملية التعليمية، وكيفية انها تختصر الوقت والامكانيات المادية واللوجستية. وعلى هذا الاساس تم الوصول الى مقترحات وتوصيات.

الكلمات المفتاحية:

Go-Lab، معلم العلوم، مختبرات عبر الإنترنت، المدرسة الثانوية، تدريس العلوم

[1] de Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: The Go-Lab federation of online labs. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0003-6

[2] Govaerts, S., Cao, Y., Vozniuk, A., Holzer, A., Zutin, D. G., Ruiz, E. S. C., … Gillet, D. (2013). Towards an online lab portal for inquiry-based STEM learning at school. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8167 LNCS, pp. 244–253). https://doi.org/10.1007/978-3-642-41175-5_25

[3] Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education, 71, 190–205. https://doi.org/10.1016/j.tate.2017.12.014

[4] de Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: The Go-Lab federation of online labs. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0003-6

[5] Khatri, R., Henderson, C. R., Cole, R., Froyd, J., Friedrichsen, D., & Stanford, C. (2015). Characteristics of well-propagated undergraduate STEM teaching innovations. In 2015 Physics Education Research Conference Proceedings (pp. 167–170). American Association of Physics Teachers. https://doi.org/10.1119/perc.2015.pr.037

[6] Hovardas, T., Pedaste, M., Zacharia, Z., & de Jong, T. (2018). Model-based inquiry in computer-supported learning environments: The case of go-lab. In Cyber-Physical Laboratories in Engineering and Science Education (pp. 241–268). Springer International Publishing. https://doi.org/10.1007/978-3-319-76935-6_10

[7] Ghergulescu, I., Lynch, T., Bratu, M., Moldovan, A.-N., Muntean, C. H., & Muntean, G.-M. (2018). STEM EDUCATION WITH ATOMIC STRUCTURE VIRTUAL LAB FOR LEARNERS WITH SPECIAL EDUCATION NEEDS. In EDULEARN18 Proceedings (Vol. 1, pp. 8747–8752). IATED. https://doi.org/10.21125/edulearn.2018.2033

[8] Efstathiou, C., Hovardas, T., Xenofontos, N. A., Zacharia, Z. C., deJong, T., Anjewierden, A., & van Riesen, S. A. N. (2018). Providing guidance in virtual lab experimentation: the case of an experiment design tool. Educational Technology Research and Development, 66(3), 767–791. https://doi.org/10.1007/s11423-018-9576-z

[9] Zacharia, Z., & Louca, L. (2011). Investigating how graphical and textual computer-based programming environments support student inquiry in science during modeling. In WMSCI 2011 - The 15th World Multi-Conference on Systemics, Cybernetics and Informatics, Proceedings (Vol. 3, pp. 156–159). Department of Educational Sciences, University of Cyprus, P.O. Box 20537, Nicosia 1678, Cyprus. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84867504766&partnerID=40&md5=8d3fcde6e571777ad9a799c20757669c

[10] Sales, H. (2018). Rapid UX Research at Google. Medium (Blog). Retrieved from https://medium.com/mixed-methods/rapid-ux-research-at-google-3b92dd038e30

[11] Gillet, D. (2012). Global online science labs for inquiry learning at school. Retrieved on April 2019 from https://cordis.europa.eu/project/rcn/105919/factsheet/en

[12] CERN. European Organization for Nuclear Research. Retrieved on April 2019 from https://home.cern/about/who-we-are/our-mission

[13] Stem, C., Margoluis, R., Salafsky, N., & Brown, M. (2005, April). Monitoring and evaluation in conservation: A review of trends and approaches. Conservation Biology. https://doi.org/10.1111/j.1523-1739.2005.00594.x

[14] MORRISON, G. (2019). DESIGNING EFFECTIVE INSTRUCTION. [Place of publication not identified]: JOHN WILEY.

[15] Scanlon, E., & Conole, G. (2018). Interdisciplinarity in Technology Enhanced Learning: An Interview Study. Journal of Interactive Media in Education, 2018(1). https://doi.org/10.5334/jime.476

[16] Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities: Original article. Journal of Computer Assisted Learning, 24(4), 271–283. https://doi.org/10.1111/j.1365-2729.2007.00259.x

[17] Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using Hands-On and Virtual Laboratories Alone or Together―Which Works Better for Acquiring Knowledge and Skills? Journal of Science Education and Technology, 28(3), 231–250. https://doi.org/10.1007/s10956-018-9762-0

[18] Mamcenko, J. (2018). COMPARATIVE ANALYSIS OF LEARNING ANALYTICS TOOLS TO IMPROVE LEARNING USED IN DIFFERENT LEARNING PLATFORMS. In INTED2018 Proceedings (Vol. 1, pp. 4666–4673). IATED. https://doi.org/10.21125/inted.2018.0916

[19] Beatty, R. J. (2015). Contemporary Practices of Assessment and Evaluation in Music Education. International Yearbook for Research in Arts Education 3/2015: The Wisdom of the Many-Key Issues in Arts Education, 419.‏

[20] Fallik, O., Eylon, B. S., & Rosenfeld, S. (2008). Motivating teachers to enact free-choice project-based learning in science and technology (PBLSAT): Effects of a professional development model. Journal of Science Teacher Education, 19(6), 565–591. https://doi.org/10.1007/s10972-008-9113-8

[21] Garritz, A. (2012). Proyectos educativos recientes basados en la indagación de la química. Educacion Quimica, 23(4), 458–464.

منصة المشاركة والتأليف للمعلم والمتعلم للعلوم بوابة (Go-Lab) للتعلم في المدرسة. (2019). Journal Port Science Research, 2(1), 43-53. https://doi.org/10.36371/port.2019.02.1.3

كيفية الاقتباس

منصة المشاركة والتأليف للمعلم والمتعلم للعلوم بوابة (Go-Lab) للتعلم في المدرسة. (2019). Journal Port Science Research, 2(1), 43-53. https://doi.org/10.36371/port.2019.02.1.3