Implementing virtual experiments in Sciences education - challenges and experiences achieved in the frame of VccSSe Comenius 2.1. project

AbstractSince the beginning of the 21st Century, massive changes took place in the field of education. New teaching and learning methods based on using modern ICT tools - like virtual experiments, educational video-clips or other multimedia products - have been implemented in the educational process.The paper presents an analysis of the impact produced by the implementation of new virtual experiments designed by 146 teachers who participated to a 40hours training modules “Virtual Instrumentation in Science Education” organized in the frame of Socrates-Comenius 2.1. European project “VccSSe - Virtual Community Collaborating Space for Science Education”. Different aspects and interpretation related to the challenges and difficulties encountered during the implementation process are also included

Information and communication technologies in science education

AbstractThe advancements in information and communication technologies (ICT) provide significant opportunities to improve teaching and learning. The use of ICT in science education offers even more advantages due to the attractive premises to simulate and interactively explore and test experiments which would be too expensive or too dangerous in real settings (for example in nuclear physics). The aim of this paper is to contribute to the research field of technology based learning by presenting several findings obtained during a multinational educational project (Comenius) regarding the use of computer in classroom, in science education, in Romania, Spain, Poland, Greece and Finland

E-portfolio in education. Practices and reflections

The main activities of the digiFolio Project include: Building a common knowledge base supported by research work on the theory of portfolio usage; Paper and online publication of the results of the research work; Establishment of the pedagogical model for the training course; Analysis of the existing technological infrastructures for digital portfolio usage; Adjustment of the best tools and training course setup; Piloting and evidencing of the training course; Monitoring of the trainees' work by using a specific online teachers' support structure; International seminar. Website: http://digifolioseminar.org/?The present publication addresses the use of digital portfolios in educational context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It involved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of portfolios and digital technologies in the perspective of teachers’ professional development, came to its end with an international seminar which aimed at disseminating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above-mentioned thematic.Europeen Comissio

Hands-on Science

In the Society of our days there is a major increasing need of an in depth quality education in Science and Technology. Science teaching at school should be generalised aiming not only the sound establishment of a “Science” culture in our societies but also to guarantee a steady basis for the improvement of Science and its technological applications. Urgent actions should be taken in this direction. By initiative of the author the “Hands-on Science” (H-Sci) network was created. The European Commission under the program Socrates, Comenius 3 action (project nº. 110157-CP-1-2003-1-PT-COMENIUS-C3) supports the network

Using the free integrated technologies to provide online collaborative learning at reduced costs

AbstractTraditional learning process involves a series of costs related to the resources used and assumes certain restrictions to the lessons because of the way they are planed and deployed. Technological development has allowed the removal of certain restrictions, but it has also led to additional consequences, inexistent in traditional learning. This paper presents an analysis, in terms of costs and resources, which is needed in the implementation and operation of the systems that provide environments for collaborative learning, by highlighting some designed elements that can lead to reduced costs

Two experiences of digital storytelling in education: read it and rights projects

Este documento ofrece una visión general del potencial educativo del uso de la técnica narrativa digital y se basa en los objetivos y primeros resultados de dos proyectos:READ IT “Formación de profesores para leer divertiendose a través de la narración digital” y RIGHTS “Promover la educación a la ciudadanía global a través la narración de cuentos “,  ambos financiados con el apoyo de la Comisión Europea por el Programa de Aprendizaje Permanente Comenius. El documentoquiere describir los beneficios educativos, pedagógicos,  culturales y motivacionales derivados de la utilización de la técnica de DS en un entorno educativo aplicado a dos sectores diferentes. Permitir que los estudiantes tengan una voz y  participen activamente en el proceso de aprendizaje es un instrumento muy eficaz para empeñarlos y para hacierlos reflexionar sobre lo que estan construyendo y, por fin, aprendiendo