DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: EDUCATIONAL USEFULNESS EVALUATION

Abstract

In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. Thus, on the one hand, ICT is changing very rapidly, new technologies (not necessarily in a proper educational sense) are penetrating into educational practice. On the other hand, under a great influence of ICT, interrelation mechanisms between teachers and pupils change, also, change educational activities and their characteristics. Thus, a need rises to inevitably observe the current situation, to analyse it and to present adequate educational decisions. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. It can be basically asserted, that digital teaching/learning content is a perspective way searching to improve education process. Key words: digital content, factor analysis, natural science education, pedagogical evaluation, teaching and learning.