THE USE OF A DIGITAL MICROSCOPE FOR THE DEVELOPMENT OF YOUNG SCHOOLCHILDREN'S IDEAS ABOUT PLANTS, ANIMALS AND FUNGI
PDF

Keywords

digital microscope
ideas about plants, animals, fungi
Nature study lessons
primary school children

How to Cite

[1]
K. G. Gabdulinova and M. A. Kovrova, “THE USE OF A DIGITAL MICROSCOPE FOR THE DEVELOPMENT OF YOUNG SCHOOLCHILDREN’S IDEAS ABOUT PLANTS, ANIMALS AND FUNGI”, ITLT, vol. 86, no. 6, pp. 19–29, Dec. 2021, doi: 10.33407/itlt.v86i6.4320.

Abstract

At present the use of technical teaching aids based on digital technologies in the educational process in primary schools is gaining special relevance, and the digital microscope is indicated in a number of syllabi for the course "Nature study" in primary schools in the section “Material and technical support”. The teacher is free to decide on what topics, in the study of what objects or natural phenomena, with the use of what methods to use this teaching tool. The aim of the study is to identify the influence of the use of the digital microscope on the development of children’s ideas about plants, animals and fungi in primary school. The pedagogical experiment was carried out for 2 years on the basis of two secondary schools in the city of Kirov, Russian Federation. 140 third grade students (72 students in the experimental group and 68 students in the control group) took part in the experiment. For the development of ideas about plants, animals and fungi in primary school children at Nature study lessons two methods were implemented: with the use of the digital microscope (in the experimental group) and without its use (in the control group).

The results of testing third-graders before and after the teaching experiment showed that the use of the digital microscope in the classroom contributed to students’ better assimilation of knowledge about the diversity of plants, their respiration, nutrition, reproduction and development, the diversity of animals, their reproduction and development, and the diversity of fungi than in the lessons which did not use the microscope. This is proved by statistically significant differences in the test results of the experimental and control groups after the experiment.

The findings of the study can provide a starting point for subject curriculum developers and teachers interested in using the digital microscope in primary school education.

PDF

References

Federal state educational standard for primary general education. Moscow, Russia: Prosveshchenie, 2010. (in Russian)

Exemplary basic educational program of primary general education. Approved by the decision of the federal educational and methodological association for general education (protocol №1/15 from 08.04.2015) [Online]. Available: poop_noo_reestr.doc. Accessed on: November 17, 2020. (in Russian)

P. Baroni, N. Cadenelli, B. Caprara et al. “On the Use of Digital Microscopes at nursery and primary Schools,” F. Ozdamli, Eds, 3rd World Conference on Educational Technology Researches (WCETR), vol. 131, pp. 521 – 526, 2013. (in English)

[4] J. Oliver, B. Garcia, “Microscopes in the Classroom,” 11th International Conference on Technology, Education and Development (INTED), pp. 1339 – 1344, 2017. doi: 10.21125/inted.2017.0455. (in English)

K. G. Gabdulinova, “On the models of the digital microscope used in the Nature study lessons in primary school,” Problems and prospects of education development in Russia, OOO «Tsentr razvitiya nauchnogo sotrudnichestva», no.43, pp. 73 – 77, 2016. (in Russian)

P. Mafra, N. Lima, G. S. Carvalho, “Experimental Activities in Primary School to Learn about Microbes in an Oral Health Education Context,” Journal of Biological Education (J BIOL EDUC), vol.49, pp. 190 – 203, Apr. 2015. (in English)

С. Pavan, G. Santovito, “The laboratory Didactics in the Teaching-Learning Processes of Life Sciences, an Educational Project on Microorganisms in the alimentation in primary School,” 6th International Conference on Education and New Learning Technologies (EDULEARN), pp. 7546 – 7555, Jul.2016. [Online]. Available: https://library.iated.org/view/PAVAN2014LAB (in English)

A. Lago, S. Masiero, S. Bramuzzo, “Exploring Microbiology and Biotechnologies: a Laboratory Approach to the Study of Yeasts and Bacteria in primary School,” 11th International Conference on Technology, Education and Development (INTED), pp. 4110 – 4120, 2017. doi: 10.21125 / inted.2017.0992. (in English)

A. Gaiotto, S. Tonon, G. Santovito, “The Scientific Method in the Teaching of Life Sciences in primary Scool, the Plants and Their Seasonal Changes,” L. G. Chova, A. L. Martinez, I. C. Torres, Eds, 5th International Conference on Education and New Learning Technologies (EDULEARN), pp. 4289 – 4298, 2013. (in English)

V. Toninato, G. Santovit, “The Laboratory Didactics in the Teaching-Learning Processes of Life Sciences. An Educational Project on the Structure on the Flower and the Inflorescences Phenomenon in primary School,” 7th International Conference on Education and New Learning Technologies (EDULEARN), pp. 2245 – 2254, Jul. 2015. [Online]. Available: https://library.iated.org/view/TONINATO2015LAB (in English)

E. Rossi, G. Santovito, “Introduction to mendelian genetics in primary school,” 8th International Conference on Education and New Learning Technologies (EDULEARN), pp. 1374 – 1382, 2016. doi: 10.21125/edulearn.2016.1274.(in English)

J. Allen, N. Healy, “How a lesson on microscopes supports learning about light in elementary schools,” 9636, Conference on Scanning Microscopies, Monterey, CA, United States, 21 October 2015. 96360N. doi: 10.1117/12.2196432. (in English)

Z. A. Klepinina, G. N. Akvileva, “Methods of teaching the subject «Nature study»,” Moscow, Russia: Akademiya, 2015. (in Russian)

V. M. Pakulova, V. I. Kuznetsova, “Methodology for teaching Environmental Studies,” Moscow, Russia: Prosveshchenie, 1990. (in Russian)

A. V. Usova, “Formation of scientific ideas in schoolchildren in the learning process,” Moscow, Russia: Pedagogika, 1986. (in Russian)

S. Herrlinger, T .N. Hoeffler, M. Officer et al. “Wen Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools,” Research in Science Education (RES SCI EDUC), vol. 47, pp. 685 – 704, Jun 2017.(in English)

Sh. Ainsworth, V. Prain, R. Tytler, “Drawing to Learn in Science,” Science & Education (SCI EDUC-NETHERLANDS), vol. 333, pp. 1096 – 1097, 2011. doi:10.1126/science.1204153.(in English)

С. Siry, M. Brendel, “The inseparable role of emotions in the teaching and learning of primary school science.” Cultural Studies of Science Education (CULT STUD SCI EDUC), vol. 11, pp. 803 – 815, Sep. 2016. (in English)

A. Yu. Pentin, G. N. Kovaleva, E. I. Davydova, E. S. Smirnova, “The state of natural science education in the Russian school based on the results of international studies TIMSS and PISA,” Voprosy obrazovaniya. no.1, pp. 79 – 109, 2018. doi: 10.17323/1814-9545-2018-1-79-109. (in Russian)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright (c) 2021 Камиля Габдулинова, Мария Коврова

Downloads

Download data is not yet available.