KOMPIUTERINĖS TECHNOLOGIJOS GAMTAMOKSLINIO UGDYMO PROCESE: SOCIOEDUKACINIAI ASPEKTAI

Abstract

It is obvious that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances educa-tion quality and makes the educational process more versatile. Hence, the object of research is the use of computer-based technologies in the process of teach-ing/learning sciences. Research is aimed at establishing the positions of 1st year students on applying com-puter-based technologies in comprehensive school learning sciences and at disclosing the frequency of us-ing these technologies in the classroom during the lessons on sciences, and also to find out some infor-mation about students` own skills in using computer technologies. Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen). To collect the required data, an anonymous questionnaire including four main blocks was prepared. • The level of ability to use computer (in total, 30 parameters were included, for example, ability to use programs and documents, ability to operate fail search system etc.). • The methods of using computers (5 parameters were included, for example, learned during in-formatics classes; during classes in other subjects; during extracurricular activities; helped family members, friends etc.; individual learning). • The evaluation of the frequency of applying computer-based technologies during the classes of sciences (5 parameters were included, for example, the frequency of using a computer projector by the teacher; the frequency of demonstrations done by the teacher, the frequency of applying computer-based technologies by the students for the purpose of practical experimentation; the frequency of communication between students and teachers outside the classroom etc.). • Opinions on applying computer-based technologies during the classes of sciences at school. 20 closed type questions were addressed, for example, using computer-based technologies to make lessons more interesting, to increase motivation, for communication purposes etc. In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. The lessons of informatics have a higher impact on the learners from regional centres and female students. The classes on other subjects and extracurricular activities have no significant impact on increasing knowledge of work at computer. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The teachers relatively fre-quently used computer during the lessons of physics and biology, les frequently - during the classes of chemistry and physics. The teachers of sciences very rarely use computer-based technologies outside the classroom, i.e. for tutoring, giving advice, performing different tasks. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cog-nitive abilities (knowledge acquisition, self-sufficient studies etc.). However, they do not find important the impact of technologies on motivation for learning, practical use, communication and collaboration between students. Moreover, applying computer-based technologies in the classroom helps with concentration, pre-vents from distracting attention and does not lead to stressful situations, i.e. has no negative impact on the state of health and personal development. The level of ability to use computer (for example, ability to use programs and documents, ability to operate fail search system etc.) Computer knowledge and abilities does not depend on the duration of com-puter usage per day. The best skills are demonstrated in ability to carry out the simple functions of editing of the text, to use search systems and e-mail. The weakest skills, according to respondents, are connected with abilities to create websites, to establish and change parametres of computer programs, and also to instal new computer programs. Some differences depending on the sex of respondents are established also. For example, male students are better in ability to use complex functions of operating systems, than female students. Key words: computer-based technologies, science education, skills, science lessons.