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Entertainment-Education in Science Education Available on Mobile Devices Interactive Tasks Allow You to Quickly Verify the Acquired Knowledge

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Entertainment-Education in Science Education Available on Mobile Devices Interactive Tasks Allow You to Quickly Verify the Acquired Knowledge Entertainment-education in science education the monograph edited by Grzegorz Karwasz & Małgorzata Nodzyńska 1 2 Entertainment-education in science education the monograph edited by Grzegorz Karwasz & Małgorzata Nodzyńska PEDAGOGICAL UNIWERSITY OF CRACOW KRAKÓW 2017 3 The monograph edited by: prof. dr hab. Grzegorz Karwasz dr hab. Małgorzata Nodzyńska Rewievers: dr hab. Dorota Siemieniecka, prof. UMK dr hab. Mariusz Gagoś, prof. UMCS Cover: Ewelina Kobylańska ISBN 978-83-8084-056-0 4 Introduction Jan Amos Komensky in „Great Didactics” (Amsterdam, 1657) defined didactics not as a mere process of teaching, but as teaching efficient, lasting and pleasant. He wrote (p. 131) “The school itself should be a pleasant place, and attractive to the eye both within and without. […] If this is done, boys will, in all probability, go to school with as much pleasure as to fairs, where they always hope to see and hear something new.” Further (p. 167) Komensky added: “The desire to know and to learn should be excited in boys in every possible manner.” The idea of linking the fun with didactics finds many followers, expressed also in tittles of activities like “Science is Fun” or “Physics is Fun”. In (Karwasz, Kruk, 2012) we defined three complementary aspects of any bit of information (an exhibition object, a film, a lecture): entertainment (“ludico” in Italian), didactics, and science. The first aspect gives an impression to a student/ visitor/ listener: “how funny it is!”. The didactical aspect induces: “How simple it is!” And the aspect of scientific curiosity induces in best students a question: “How complex it is!” These three functions add-up like three basic colors to give a full spectrum of enlightenment. The entertainment function can be performed in different forms – school, extra-school, complementary to school. The target groups can be pre-school children, secondary school students, adults, and so no. Different approaches are needed for inducing interest in chemistry, in ecology, in physics. The present book shows some sampling of these different tasks. A general introduction into forms and implementations of teaching by playing is done by Małgorzata Nodzyńska, Ewelina Kobylańska: educational games, “universities” for children, science festivals, science musea and exploratoria in Poland and Czech Republic. More examples of children universities in Poland and a study of motivations to follow them are given by (Małgorzata Krzeczkowska, Emilia Grygo-Szymanko, Paweł Świt and Patryk Własiuk). Apparently funny, but detailed in chemistry and serious in conclusions is the study of one popular beverage (Wiola Kopek-Putała and Małgorzata Nodzyńska). A special form of teaching by entertainment is a didactical excursion – and example of developing special paths in chemistry and ecology at different levels of teaching is done by Vlastimil Chytrý, Simona Čábelová and Martin Rusek. Examples of multimedia in Physics, Chemistry, Astronomy and Biology, available on Polish market are given by Anna Kamińska, Andrzej Karbowski and Krzysztof Służewski. Constructing of Live Action Role Play educational form is discussed by Zuzana Václavíková. Unusual ways of triggering interest in mathematics (tangrams, magic squares, futoshiki) are presented by Věra Ferdiánová and Petra Konečná. Effectiveness of using virtual labs and “competence-based” textbooks in chemistry are discussed 5 by Martin Bílek and Wioleta Kopek-Putała. An amusing study how insects are described (and personalized) in children literature is presented by Małgorzata Mielniczuk and Elżbieta Rożej-Pabijan. Finally, an extensive use of didactical fun with everyday objects in teaching optics is given by Krzysztof Służewski and Grzegorz Karwasz. All these single contribution, spacing from the educational trends (Nodzyńska & Kobylańska) and pedagogical aspects (Chytrý, Čábelová & Rusek) to technical observations (Mielniczuk & Rożej-Pabijan, Kopek-Putała & Nodzyńska, Służewski & Karwasz) form an interesting overview how new, “pleasant” forms can enrich the traditional didactic. Please, enjoy reading! Grzegorz Karwasz & Małgorzata Nodzyńska Comenius, J. A. (1967) The Great Didactics, trans. by M. W. Keatinge, Russell & Russell, New York, Karwasz, G. P. & Kruk, J. (2012) Idee i realizacje dydaktyki interaktywnej. Wystawy, muzea i centra nauki. Wyd. Naukowe UMK, 6 The Role of the Fun in Science Teaching Combinatory play seems to be the essential feature in productive thought. Albert Einstein (1988) “Learning is a process of acquisition of specific knowledge, skills and habits by the learner. Quantitative and qualitative result of this process depends on multiple factors, among which a very important role is played by motivation and activity” (Kupisiewicz, 2000, p.25). Therefore, subject didactics should continuously seek the best didactic solutions in order to present difficult problems within the field of a given life science (Paśko, 2012) in the easiest possible way, which will at the same time motivate and activate learners to study. Motivation A driving force for a learner, both to act and learn, is motivation. Motivation is defined as: “... the state of internal tension, which determines the possibility and direction of the body’s activity...” (Tomaszewski, 1963, p. 187). The essence of motivation is best determined by the following quote: “Motivation is like breathing – if we live, we are motivated” (Nodzyńska & Paśko, 2010); in turn, it depends on teachers how and whether they will properly motivate their students to make the acquisition of knowledge enjoyable for them. Motivation has an impact on the course of acquisition of knowledge by the students and their engagement in learning. Whether the information will be remembered permanently by the student depends on their interest in the concept or phenomenon. The student should treat knowledge and specific actions as self-improvement, self-realization, through assigning to them their own sense or value, significance. The role of the teacher is to strengthen the student’s internal motivation by the appropriate selection of teaching methods and the proper work with them, thereby shaping their willingness to learn and acquire knowledge. It should be remembered, however, that every student is an individual having their own learning style, and speed and durability of acquisition of knowledge (Nodzyńska, 2008). Therefore, the teacher faces a responsible and difficult task that requires from them not only flexibility in their action but also patience, consistency, and perceptiveness to adequately direct the student’s motivation to learn (Niemierko, 1999). The way in which the teacher conducts lessons should affect the students’ interest in the subject and develop their enthusiasm for chemistry (Nodzyńska, 2003), which increases the students’ motivation. Since chemistry is becoming increasingly important in everyday life, this fact can be used in the teaching of chemistry by showing students the usefulness of acquired knowledge and directing their attention to the practical value of the knowledge (Baprowska, 2010) – also such actions affect the growth of motivation 7 to learn chemistry because people are eager to learn when they see the usefulness of the knowledge. These days, thanks to the pervasive use of chemicals, it is easier for the teacher because they can arouse certain emotions or needs in the students. Additionally, according to Mrowiec (2008), the process of the creation of an interest in concepts, phenomena or chemical compounds should be based on showing a special role they play in the daily life of every one of us. The question is: What can be done to increase the motivation of students? This is a challenge for teachers, science educators, and also the authors of curricula, whose main objective is to make lessons and extra-curricular activities more attractive, so that they could not only arouse the curiosity of young people but also meet their expectations (Obrębska, 2011). It should be remembered, however, that the nature of motivation and interests of students change with their age. It is easier to motivate younger students and more difficult to motivate older adolescents (Matyszkiewicz & Paśko, 2009). Younger students are inspired by their natural curiosity to explore the world and the need to explore the unknown. Then their passion for learning is at its highest level because learning is connected with play. It gives them satisfaction, expanding their personality with newer values. However, with students’ age, an interest in learning decreases because it begins to involve greater difficulty and no joy or fun, and here, apart from the individual abilities of the young man, a proper motivation is needed. It is of great importance because it largely affects the performance of knowledge acquisition by students (Nodzyńska & Paśko, 2010). Factors motivating students developed by Obrębska (2011) are presented in Tab. 1. Table. 1 Factors of motivating students (Obrębska, 2011). FACTORS OF MOTIVATING STUDENTS: JUNGER OLDER Using interesting didactic means; Linking the acquired knowledge with Diversity conducted of classes; practical skills; The quality of knowledge transfer; The connection of knowledge with the Direct contact with the concept or problems of everyday life; phenomenon known to others; Expanding the Knowledge already Involvement of students the specific possessed;; problems during lessons; Giving the knowledge of which will Experimentation play a role in later life, young man. 8 Learning through playing It seems
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