|
|
||
|
Abstracts |
||
|
THE VIRTUAL EXPERIMENT IN THE SCIENCE CLASSROOM Konstantinos Karampelas,
Greece This paper presents findings
from a study about the potential of enhancing science classrooms
with virtual experiments. Considering the widely claimed benefits of
using information technologies and multimedia, along with the
importance of experimental tasks in a science class, this action
research process took place in a Greek primary school science class.
The focus was on the following questions: (a) Which units or
concepts of science curriculum can be assisted by the use of virtual
experiments? (b) How can the use of virtual experiments enhance
pupils’ skills both for the subject of science as well as
information and communication technologies? (c) What barriers can be
surpassed by these experiments? (d) What challenges arise? The data
were gathered through documents such as the official curriculum,
observations, pupils’ notes or work, as well as individual or group
interviews with the pupils, parents and teachers. Findings show that
there can be both benefits and risks with using the virtual
experiment. The role of the teacher or mediator, along with
appropriate lesson planning should not be neglected. |
||
