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The interactive whiteboard in primary school science and interaction

机译:小学科学与互动中的交互式白板

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The findings of the research literature about the necessity and contribution of Interactive Whiteboards (IWB) are not unequivocal and are sometimes contradictory. The study aimed to examine the interactive attributes in lessons with an IWB and the students' attitudes. Methodical structured observations of 26 science lessons were conducted in elementary schools in Israel. The results showed that the teachers frequently used the diverse IWB tools, but most of the learning took place in frontal, whole class learning. Most of the interaction was under the teacher's control and the dialogic interaction was limited. The attitudes of 62 pupils showed that despite already studying with an IWB for five years, their enthusiasm did not wane. They even claimed, in contrast to the observation findings, that the IWB contributed to active learning and interaction in the class. The research findings raise fundamental questions regarding the place of the IWB in promoting interaction in the class and on the necessity to promote the teacher's pedagogic concept in order to increase class interaction.
机译:关于交互式白板(IWB)的必要性和贡献的研究文献的发现并非毫不含糊,有时是矛盾的。这项研究旨在通过IWB检查课程中的互动属性和学生的态度。在以色列的小学中,对26堂科学课进行了系统的结构化观察。结果表明,教师经常使用各种IWB工具,但是大部分学习是在额叶全班学习中进行的。大多数互动都在老师的控制之下,对话互动受到限制。 62名学生的态度表明,尽管已经在IWB学习了五年,但他们的热情并没有减弱。与观察结果相反,他们甚至声称IWB为班上的积极学习和互动做出了贡献。研究发现提出了有关IWB在促进课堂互动中的地位以及促进教师教学观念以增加课堂互动的必要性的基本问题。

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