Department of Biology Education, Faculty of Science, Charles University, Prague, Czech Republic.
CESIRE Department of Education, Generalitat de Catalunya, Spain.
PLoS One. 2023 Oct 24;18(10):e0283054. doi: 10.1371/journal.pone.0283054. eCollection 2023.
As in our everyday lives, we use digital elements as part of formal and informal education. To serve their educational purpose well, systematic research is desirable to identify and measure their characteristics. This study focuses on science practicals, which are complex and vary in organizational settings and specific arrangements, including usage of digital elements. We describe the digital resources on which the online instruction of science practicals during the COVID-19 forced lockdowns was built, and their key characteristics were identified. Data were collected from science teachers in Slovakia, Czechia, Slovenia, France, and Spain. The teachers shared the web resources they used and that they would recommend, together with a description of the resources. We recorded 89 inputs representing 50 unique resources. Teachers preferred free resources, mostly for knowledge revision, and newly discovered 36% of them due to forced distant teaching. The best evaluated resources were those supporting interaction (especially among peers), focused on teaching subjects and/or ICT, ready to use, and with a clear structure. The resource most frequently mentioned and used in more than half of the countries was PhET (Interactive Simulations for Science and Math) which provides free simulations of scientific principles. Other characteristics mentioned in the literature (e.g., supporting creativity and independent solving, connecting different levels of organization, authenticity, flexibility) were not that important for the overall rating.
在我们的日常生活中，我们将数字元素用作正式和非正式教育的一部分。为了很好地满足其教育目的，需要进行系统的研究以识别和衡量它们的特征。本研究聚焦于科学实践，这些实践在组织环境和具体安排上具有复杂性和多样性，包括数字元素的使用。我们描述了在 COVID-19 强制封锁期间在线教授科学实践所构建的数字资源，以及它们的关键特征。数据是从斯洛伐克、捷克、斯洛文尼亚、法国和西班牙的科学教师那里收集的。教师们分享了他们使用的和推荐的网络资源，并对资源进行了描述。我们记录了 89 个输入，代表了 50 个独特的资源。教师更喜欢免费资源，主要用于知识复习，由于被迫进行远程教学，有 36%的教师是新发现的这些资源。评价最高的资源是那些支持互动（尤其是同龄人之间的互动）、专注于教授学科和/或 ICT、易于使用且结构清晰的资源。在一半以上的国家中，被提及和使用最多的资源是 PhET（科学和数学的交互式模拟），它提供了科学原理的免费模拟。文献中提到的其他特征（例如，支持创造力和独立解决问题、连接不同层次的组织、真实性、灵活性）在总体评价中并不那么重要。
