See veebileht kasutab küpsiseid kasutaja sessiooni andmete hoidmiseks. Veebilehe kasutamisega nõustute ETISe kasutustingimustega. Loe rohkem
Olen nõus
"ERMOS järeldoktori uurimistoetus" projekt ERMOS10
ERMOS10 (ERMOS10) "INQUIRY LEARNING IN VIRTUAL LEARNING ENVIRONMENTS: A COMPARATIVE STUDY BETWEEN ESTONIAN AND FRENCH LEARNERS (6.10.2010−31.08.2013)", Jérémy Castéra, Tartu Ülikool, Tartu Ülikool, Loodus- ja tehnoloogiateaduskond.
ERMOS10
INQUIRY LEARNING IN VIRTUAL LEARNING ENVIRONMENTS: A COMPARATIVE STUDY BETWEEN ESTONIAN AND FRENCH LEARNERS
6.10.2010
31.08.2013
Teadus- ja arendusprojekt
ERMOS järeldoktori uurimistoetus
ETIS klassifikaatorAlamvaldkondCERCS klassifikaatorFrascati Manual’i klassifikaatorProtsent
2. Ühiskonnateadused ja kultuur2.10. KasvatusteadusedS281 Arvuti õpiprogrammide kasutamise metoodika ja pedagoogika 5.3. Haridusteadused100,0
AsutusRollPeriood
Tartu Ülikoolkoordinaator06.10.2010−31.08.2013
Tartu Ülikool, Loodus- ja tehnoloogiateaduskondkoordinaator06.10.2010−31.08.2013
PerioodSumma
06.10.2013−31.08.201390 526,91 EUR
90 526,91 EUR

Teaching scientific inquiry is problematic in classroom. One of the best way to teach it, should be to realize the processes of a real research laboratory but the classroom is not one. Studying in virtual environments could be a good alternative. Virtual learning environments are perfectly in a constructivist perspective to the extent that we can define learning as an active process of constructing knowledge rather than a simple process of learning. This research proposal focuses on three different learning environments (available on http://bio.edu.ee/index2.html) “Cell World”, “Young Researcher” and “Young Scientist”. Our objective is a comparison between Estonian and French learners about the formation of an authentic scientific inquiry. The similarities and differences of students’ awareness of Learning Objects (LOs) affordances in various virtual environments will be clarified. The lack of situation awareness components could limit the formation of the learners’ dynamic semiosphere model for successful inquiry. A difference in contextualization of LOs could improve students’ outcome. To realize the objectives of the study, a special questionnaire for assessing student’s awareness and understanding about different LOs will be applied. We will use also the recordings of learning environments about the results of activities of individual learners during the different steps of the inquiry process. Two different studies are planned to carry out. At first, a pilot study with 160 learners from Estonia and France. According to the results of the pilot study, these learning environments will be improved and the main study with about 600 students is planned (100 students in each group). All the students’ answers will be analyzed with specific statistical analyses useful to describe differences between the Estonian and the French sample.