Let.45, Št.3 (2012)

Nataša Rizman Herga

OŠ Ormož, Hardek 5, 2270 Ormož, Slovenia

Dejan Dinevski

University of Maribor, Faculty of Education, Koroška c. 160, Maribor, Slovenia

Povzetek

Background/Purpose: Traditional teaching does not often allow very active involvement of pupils in class. In chemistry and natural sciences in gen­eral experimental and laboratory work is one of the most effective methods for acquiring knowledge. Experimental work can also be exercised using virtual world. Virtual laboratory offers some important advantages. Understanding chemistry involves the ability of cognitive comprehension on three levels: the macroscopic level, the symbolic level and the level of particles where the virtual laboratory can be an effective tool. On this basis a didactic experiment was performed in order to verify the effectiveness of virtual laboratory from pupils’ knowledge point of view. The experiment involved seventh grade pupils (N = 38). Furthermore, we tried to answer the question whether the learning results of pupils, according to the experimental design of classes using a virtual laboratory, are better than results gained through teaching classical science classes without visualization tools. The research of the didactic experiment carried out on a relatively small, pilot sample of pupils has shown that acquiring knowledge is more effective when using the virtual laboratory instead of classical teaching (in the case when classical approach does not include visualization elements crucial for learning and understanding chemistry).

Mirjana Kljajić Borštnar

University of Maribor, Faculty of Organizational Sciences, Kidričeva 55a, 4000 Kranj, Slovenia

Povzetek

Background/Purpose: Social media’, ‘Web 2.0’, ‘collaborative learning’ and user co-creation are just some of the terms that describe changes in the role of information and communication technology (ICT) in business, private life and society. The changing face of ICT has finally brought about the fulfilment of the term ‘Information Society’ and made an important impact on many fields of research, including collaborative learning. The effective use of ICT in support of group collaboration has been researched and discussed. The effectiveness was attributed to systematically organized and facilitated processes. Nevertheless, the results are not always better when group support systems (GSS) are used in comparison to face-to-face work. In contrast to the well-organized GSS-supported learning process, the social media environment is non-structured, rule-free and even cha­otic. In this paper, we research the possibilities of eliciting group knowledge in the group-learning process in a social media environment. A total of 24 students assigned into three groups participated in the three-week long study. Their task was to solve a given research topic by solely using an unfamiliar social media environment and to present their findings after three weeks. Students were observed in their natural learning environment (school, home, the Flowr virtual environment), and their attitudes on collaborative work using social media tools were measured with a questionnaire at the end of the study. The results suggest that non-structured social media environment stimulates self-management of the group. Some insights into trust, motivation and conflicts in the collaborative problem solving are discussed.

Mojca Bernik

University of Maribor, Faculty of Organizational Science, Kidričeva 55a, 4000 Kranj, Slovenia

Jasmina Žnidaršič

University of Maribor, Faculty of Organizational Science, Kidričeva 55a, 4000 Kranj, Slovenia

Povzetek

Background/Purpose: This paper presents the impact of experiential learning on solving complex problems. Analyzed are methods and techniques of experiential learning as an active form of learning. Presented are the results of research in which we examine whether the systematic approach of problem solving differs between the genders, if the perception of experience as a source of knowledge depends on the level of education, and examine a correlation between searching of all possible ways for successful problems solving and perception of experience as a source of knowledge.

Maja Pivec

FH JOANNEUM University of Applied Sciences, Information Design, 8020 Graz, Austria

Povzetek

Background/Purpose: Virtual worlds represent a powerful media for instruction, offering a wide scope of tools for social interaction and innova­tion in learning that encourages student participation. Supported by the AVATAR course, teachers were able to productively create teaching and learning environments that support the needs of learners of diverse linguistic, cultural and economic backgrounds, all within a safe virtual environment. This paper outlines the AVATAR course structure, delivery, experiences, and post course reflections on teaching within a 3D virtual world.

Marko Papić

University of Ljubljana, Faculty of Electrical Engineering, Tržaška 25, 1000 Ljubljana, Slovenija

Janez Bešter

University of Ljubljana, Faculty of Electrical Engineering, Tržaška 25, 1000 Ljubljana, Slovenija

Povzetek

Background/Purpose: The formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today’s formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and com­munication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

Simon Ülen

Franca Miklošiča Grammar School, Prešernova cesta 34, 9240 Ljutomer, Slovenia; University of Maribor, Faculty of Natural Sciences and Mathematics, Koroška cesta 160, 2000 Maribor, Slovenia

Ivan Gerlič

Franca Miklošiča Grammar School, Prešernova cesta 34, 9240 Ljutomer, Slovenia

Povzetek

Background/Purpose: In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed – Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.