Authors:
Jiří Dostál
1
;
Xiaojun Wang
1
and
Prasart Nuangchalerm
2
Affiliations:
1
Palacký University Olomouc, Czech Republic
;
2
Mahasarakham University, Thailand
Keyword(s):
Education, Computer, Experiment, Pupil, Teacher, Science-based Subject, Social Science Subject, Research.
Related
Ontology
Subjects/Areas/Topics:
Active Learning
;
Pattern Recognition
;
Theory and Methods
Abstract:
The article focuses on solving problems based on innovation and technology, which are currently
manifested in education. There is a range of experimental educational systems based on information
technologies, mainly in the sciences. This is why the research team aimed to address the following
questions: Why do teachers employ PCs to support experiments in teaching? To what extent do they use
PCs? What are teachers’ motives for non-use of PCs? What are the differences between teachers of science,
information science, mathematics and social science? What about primary school teachers? Do they employ
PCs for experimentation to a lesser or greater extent? The answers to these questions were discovered
through research conducted in 2016. The questionnaire was chosen by an explorative method involving 260
staff from 35 Czech schools as the sample. Based on the research findings, it was proven that in order to
experiment in teaching, teachers employ PCs to a lesser extent. However, it is no
t possible to state this
tendency as an unambiguous weakness. In the case of science, it is surprising that some teachers do not
employ PCs despite the technological potential of computers today. The main reason for using computers
for experimenting in teaching at both basic and secondary schools is higher pupil motivation.
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