Role multimédií ve výuce přírodních věd

Tereza Odcházelová

doi:10.14712/18047106.93

Vol. 5 No. 2 (2014): sciED Theoretical Studies

The Role of Multimedia in Science Education

Tereza Odcházelová, ¹

Pedagogická fakulta UK v Praze, Katedra biologie a environmentálních studií

DOI: https://doi.org/10.14712/18047106.93

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Odcházelová, T. (2014). The Role of Multimedia in Science Education. Scientia in Educatione, 5(2), 2-12. https://doi.org/10.14712/18047106.93

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Abstract

Recently, there has been a significant decline in interest in natural science among all European countries. This fact clearly leads scientists in didactics and teachers of natural sciences to searching for new, more effective and more attractive learning methods and teaching approaches. The main aim of this study is to present multimedia as a suitable tool for teaching science in accordance with mostly recommended didactic methods. These “new” resources and technology make the education of natural science more attractive, increase learning motivation of the pupils, actively involve the pupils and it is an ideal mediator for linking theory and practice in educational process.

References

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Altmann, A. (1975). Metody a zásady ve výuce biologii. Praha: SPN. Search in Google Scholar
Andersen, B. B. & Brink, K. (2002). Multimedie in education (Specialised training course). Moskva: Unesco Institute for Information Technologies in Education. Search in Google Scholar
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Beaucamp, G. & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54, 759–766. Search in Google Scholar
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Štech, S. (2007). Profesionalita učitele v neoliberální době (Esej o paradoxní situaci učitelství). Pedagogika, 57(4), 326–337. Search in Google Scholar
TIMSS International Study Center. (1996). Highlights of results from TIMSS. Boston: Boston College. Search in Google Scholar
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VÚP. (2011). Přírodovědná gramotnost ve výuce. Praha: NÚV. Search in Google Scholar
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http://www.generacey.cz/duvody-nezajmu-zaku-o-prirodovedne-a-technicke-obory
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[1] Altmann, A. (1971). Didaktické zásady ve výuce biologii (Kapitola z didaktiky biologie). Praha: SPN. Search in Google Scholar

[2] Altmann, A. (1975). Metody a zásady ve výuce biologii. Praha: SPN. Search in Google Scholar

[3] Andersen, B. B. & Brink, K. (2002). Multimedie in education (Specialised training course). Moskva: Unesco Institute for Information Technologies in Education. Search in Google Scholar

[4] Barak, M. & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–139. Search in Google Scholar

[5] Bartsch, R. A. & Cobern, K. M. (2003). Effectiveness of PowerPoint presentations in lectures. Computers & Education, 41, 77–86. Search in Google Scholar

[6] Beaucamp, G. & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54, 759–766. Search in Google Scholar

[7] Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. Search in Google Scholar

[8] Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (287–296). New York: US: Cambridge University Press. Search in Google Scholar

[9] Chromý, J. (2006). Analýza výkladu pojmů média a multimédia. Technology of Education, 14(3), 5–8. Search in Google Scholar

[10] Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. Search in Google Scholar

[11] Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press. Search in Google Scholar

[12] Evans, Ch. & Gibbons, N. J. (2007). The interactivity effect in multimedia learning. Computers & Education, 49, 1147–1160. Search in Google Scholar

[13] Held, L. (2011). Konfontácia koncepcií prírodovedného vzdelavania v Európe. Scientia in Educatione, 2(1), 69–80. Search in Google Scholar

[14] Joshi, A. (2011). Innovative teaching: Using multimedia in a problem-based learning environment. Current World Environment: An International Research Journal of Environmental Science, 6(1), 183–186. Search in Google Scholar

[15] Komenský, J. A. (1958). Velká didaktika. Vybrané spisy Jana Amose Komenského. Praha: SPN. Search in Google Scholar

[16] Kotrba, T. & Lacina, L. (2007). Praktické využití aktivizačních metod ve výuce. Brno: Barrister a Principal. Search in Google Scholar

[17] Lindstrom, R. (1994). Create dynamic presentations that inspire. In R. Lindstrom (Ed.), The business week guide to multimedia presentations: create dynamic presentations that inspire. New York: Mcgraw-Hill Osborne Media. Search in Google Scholar

[18] Mayer, R. (2009). Multimedia learning. New York: Cambridge University Press. Search in Google Scholar

[19] Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. Search in Google Scholar

[20] Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401. Search in Google Scholar

[21] Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319–334. Search in Google Scholar

[22] Norman, D. A. (1993). Things that make us smart: defending human attributes in the age of the machine. New York: Addison-Wesley Publishing Company. Search in Google Scholar

[23] Papáček, M. (2010). Badatelsky orientované přírodovědné vzdělávání – cesta pro vzdělávání generací Y, Z a alfa? Scientia in Educatione, 1(1), 33–49. Search in Google Scholar

[24] Pavelková, I., Škaloudová, A. & Hrabal, V. (2010). Analýza vyučovacích předmětů na základě výpovědí žáků. Pedagogika, 60(1), 38–61. Search in Google Scholar

[25] Pence, H. E. (1993). Combining cooperative learning and multimedia in general chemistry. Education, 113(3), 375–380. Search in Google Scholar

[26] Ratchford, B. T., Talukdar, D. & Lee, M. S. (2001). A model of consumer choice of the Internet as an information source. International Journal of Electronic Commerce, 5(3), 7–22. Search in Google Scholar

[27] Reimann, P. (2003). Multimedia learning: beyond modality. Learning and Instruction, 13, 245–252. Search in Google Scholar

[28] Řehák, B. (1967). Vyučování biologii (na základní devítileté škole a střední všeobecně vzdělávací škole). Praha: SPN. Search in Google Scholar

[29] Santiago, P., Gilmore, A., Nusche, D. & Sammons, P. (nedatováno). Zprávy OECD o hodnocení vzdělávání – Česká republika 2012. Dostupné z ČŠI – Česká školní inspekce: http://www.csicr.cz/getattachment/a6311b50-169c-4e5e-9d92-a6f70aafe0f1 Search in Google Scholar

[30] Schulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22. Search in Google Scholar

[31] Škoda, J. & Doulík, P. (2009). Vývoj paradigmat přírodovědného vzdělávání. Pedagogická orientace, 19(3), 24–43. Search in Google Scholar

[32] Štech, S. (2007). Profesionalita učitele v neoliberální době (Esej o paradoxní situaci učitelství). Pedagogika, 57(4), 326–337. Search in Google Scholar

[33] TIMSS International Study Center. (1996). Highlights of results from TIMSS. Boston: Boston College. Search in Google Scholar

[34] Tuovinen, J. E. (2000). Multimedia distance education interactions. Education Media Internationoal, 37(1), 16–24. Search in Google Scholar

[35] Veselský, M. (2010). Motivácia žiakov učiť sa: Teória a prax. Bratislava: Univerzita Komenského Bratislava. Search in Google Scholar

[36] Víšek, T. & Kleskeň, B. (2010). Klesající výsledky českého a základního školství: fakta a řešení. Praha: McKinsey & Company. Search in Google Scholar

[37] VÚP. (2011). Přírodovědná gramotnost ve výuce. Praha: NÚV. Search in Google Scholar

[38] Wake, M. H. (2008). Integrative biology: Science for the 21st century. BioScience, 58(4), 349–353. Search in Google Scholar

[39] White Wolf Consulting. (2009). Důvod nezájmu žáků o přírodovědné a technické obory. Individuální projekt národní Podpora technických a přírodovědných oborů 2010, Ministerstvo školství, mládeže a tělovýchovy. Dostupné z Search in Google Scholar

[40] http://www.generacey.cz/duvody-nezajmu-zaku-o-prirodovedne-a-technicke-obory

[41] Youn`es, T. (2000). Biological education: Challenges of the 21st century. Biology International, 39, 8–13. Search in Google Scholar

[42] Zoltan, E. & Chapanis, A. (1982). What do professional persons think about computers. Computers in Human Behavior, 9, 411–426. Search in Google Scholar

Scientia in educatione

The Role of Multimedia in Science Education

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