| Abstract [eng] |
Natural science disciplines, chemistry and biology in particular, badly need teaching aids with high level of visuality. Many schoolbooks, physical models and posters are outdated and no longer suitable for use, they do not display 3D or interactive objects. Since pupils like to interact with computer (they play computer games), it is likely that visible images would help them learn natural disciplines. It means that the majority of pupils have possibilities to learn in an interactive environment and find out much more than conditions at lessons allow. To highlight the research problem, a question is raised whether use of visualization in education process in 9–10 forms is different? If there are any differences, then an assumption could be made that in some form pupils have better conditions to learn, because visualisation could facilitate understanding of many complicated things in natural disciplines, broaden pupils’ horizons. The article is based on dual code theory, visual thinking theory and genetic structural intellect model theory. The found statistically significant differences show that natural sciences education of 9th form pupils is more visualized than 10th form pupils’ education is. The best conditions to learn complex phenomena for 9th form pupils are in the physics lessons, where many visual aids are used: illustrations in textbooks help to learn; computer visualization is also applied more often than in 10th form. Pupils who are in 9th form have possibilities to see 3D phenomena more often than 10th formers, for this reason it is thought that 9th formers should understand natural science concepts better. However, visual method of content map is equally rarely used in 9th and 10th forms and it demonstrates little interest of pedagogues in visual encoding. |
