Abstract
This work presents the results of two-year-long pedagogical research, the aim of which was to demonstrate the applicability of the usage of a new strategy in education—Integrated e-Learning (INTe-L)—through its introduction into project-based physics teaching in Slovakia. The INTe-L strategy is built around the role of experiments and interactive simulations in knowledge acquisition and on the possibility of integrating scientific methods in education. The elements of INTe-L are the following: (a) real on-site and real remote experiments, (b) interactive virtual experiments (e-simulations) and (c) educational e-materials. The primary objective of our study was to determine the suitability of project-based teaching with INTe-L elements for the topic “Energy Sources”. The research was based on the following hypothesis: project-based teaching via INTe-L of the topic “Energy Sources” in physics is more effective than the traditional (instructionist) way of teaching. To verify the hypothesis, we performed a pedagogical experiment on a sample of 155 respondents in the 9th grade at two primary schools in Slovakia. The pupils were divided into two working groups: an experimental group (EG) of 85 pupils and a control group (CG) of 70 pupils. The pupils with worse grades were included in the EG. To get relevant feedback, pre-test and post-test studies and an interview were developed and applied. The results attained in both groups were statistically processed, evaluated and subsequently compared. A two-phase test with dispersion equality proved that differences in the pre-test scores in the EG and CG were not statistically significant. The differences in the final didactic test (post-test) results achieved by the EG and CG, on the other hand, were statistically significant and better scores in the EG were obtained. A positive change of pupils’ attitude in the EG towards physics after the execution of our project-based teaching was noted. The evaluation of the results attained by the pupils proved that the introduction of project-based teaching via INTe-L was an effective strategy to improve Physics teaching. As such, the implementation of this interactive strategy into the instructional education process at primary schools is recommended.
Highlights
Physics is a science that plays a fundamental role in most natural phenomena observed around us [1]
This study presented the results of two-year-long pedagogical research
The research was conducted on the teaching of the subject of physics in the 9th grade at two primary schools in the Slovak republic and the topic “Energy Sources” was taught via Integrated e-Learning (INTe-L)
Summary
Physics is a science that plays a fundamental role in most natural phenomena observed around us [1]. The Program for International Student Assessment of the Organization for Economic Co-operation and Development (PISA OECD) [2] tested the mathematical and reading literacy of 15-year-old primary school pupils along with their literacy in natural sciences. The child was regarded as an indolent and undisciplined being that needs firm instruction and constant physical and mental training. Such attitudes towards children led to a development of vertical teacher-student relationships where teachers serve as narrators and students are patient, listening objects. Autocratic management of the classroom constitutes the basis of instructional teaching and management tasks. It is highly task-oriented, goal-driven and over-emphasizes the teacher’s importance in education [24]. Autocratic management, debated by some authors [21], can be used to control discipline in the classroom
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