CHEMISTRY
THE USE OF TICs
In a historical account of the evolution of TICs,
Jiménez-Valverde and Llitjós-Viza (2006) state that the implementation of a new
resource in the school initially generates interest and enthusiasm, which
decreases over time. This indifference may sometimes appear as a response to
resource development with greater profits, more economical and practical than
others. Thus, in the case of the Internet, its use was limited initially to
search for information, but at present its use is spreading and can become an
essential tool in the teaching of chemistry.
An important feature of the TICs and educational
possibilities is its rapid development. So while a few years ago email is
handled, static Web pages (HTML language), Microsoft Office applications,
simulations as applets, etc., a few years ago appeared blogs, webquests, the
wikis, more integrated forms of email in web format (like Gmail), the working
groups in line (as Google groups, for example), the simulations in Flash
format, portals of resources (and learning objects), classrooms digital (as
Moodle, etc.).
Therefore, the use of TICs in the classroom allows
students to complement other forms of learning used in class, improve the
understanding of difficult or impossible to observe with the naked eye or in
the school laboratories concepts, representations used to develop school
projects with peers and teachers, working on and handling, for example,
three-dimensional molecules or substances in all types of virtual laboratories,
etc.
Moreover, thanks to the use of TICs, with certain
disabilities or learning difficulties students can learn chemistry through
these technological "ramps". Thus, deaf students can access the same
curriculum that listeners peers.
below 4 major characteristics of the use of TICs will
be displayed
·
Promote
learning of procedures and the development of general intellectual skills and
allow you to transmit information and create virtual environments combining
text, audio, video and animations. Additionally, to adjust the content,
context, and various learning situations to diversity and interests of
students.
·
Contribute
to the training of teachers in the knowledge of chemistry, teaching and
management of these technologies. They are available on many Web pages,
scientific articles, animations, videos, practical exercises, online courses,
lectures, etc.
·
In
virtual environments, the chances of synchronism and asynchronism facilitate
communication and allow students and / or teachers from around the world to
exchange ideas and participate in joint projects.
·
The
simulations of physicochemical processes for working in environments of various
levels of conceptual and technical sophistication.
It takes even many initiatives to popularize the daily
use of ICT in schools: the extension of the Internet for all educational
spaces, the use of mobile phones and laptops by teachers, dissemination of good
tools and good practices . Moreover, the digital teacher training is necessary.
In many cases it is impossible for teachers to make use of ICT because it lacks
the means to do so, as there are significant inequalities in the allocations of
computers, projectors, whiteboards, etc., between the centers.
I hope that every institution needed to invest in the
use of TICs.
BIOLOGY
EIGHT
PRINCIPLES OF TEACHING
1.
Principle of scientific character
This principle is that all teaching of facts,
principles, laws, etc. must have a scientific basis, supported by reality. Silk
in three ways:
·
They
must teach true, correct knowledge.
·
The teacher
must teach scientifically, that is, to convey own course content
·
The
teacher should take advantage of every teaching situation to educate, whenever
that occurs in the student learning of scientific knowledge; it is given an
educational fact.
2.
Principle of systematization
It is derived from the laws of science to show us that
reality is one and only form a system and is divided into plots according to
the object of study, but without losing their systemic nature.
To achieve this principle the teacher should:
·
Match
each new subject with the preceding or failing that, with the prior knowledge
of the student.
·
Be
aware that the purpose in the assimilation of knowledge is the basis for
creating new ones.
3.
The principle of the relationship between Theory and
Practice.
It is important to note that when students do not
understand the meaning, focus or orientation of the material or some specific
content and see them as "added", "patches" without meaning
or connection with others is because they are not driving properly the
principle of systematic planning of teaching. It is the responsibility of
teachers to foster the necessary conditions for this didactic principle is
fulfilled.
For the development of this principle, the teacher
must:
·
Structuring
the practical activities based on the relevant theory and immediately this way.
·
Teaching
the importance of practice as one of the immediate criteria to test the theory.
·
Highlighting
the importance of theoretical knowledge in solving problems
·
Designing
activities to develop students' skills and attitudes necessary for the
practical application of theoretical knowledge.
·
Design
work in which the student interrelate the theoretical contents of the different
subjects.
4.
Beginning of the relationship between the concrete and
the abstract.
This educational principle is the need to link the
real and concrete data with theoretical through a planned appropriation process
by students generalizations.
According to some biological and psychological
principles students can get to make abstractions.
·
By
direct or indirect observation of reality; in the latter play an important role
educational facility, especially in basic education.
·
From
the oral explanation of the teacher, through which students acquire new ideas,
remember and relate new knowledge with previously acquired.
·
Through
procedures that include the teacher's explanations and comments and questions
from students.
5.
Cognitive Character principle of independence andthe
Aware Independent Student Activity
The educational work of teachers should be oriented in
two ways: the transmission of knowledge and the acquisition thereof by the
learner.
To achieve the cognitive independence of student is
recommended that the teacher take the following measures:
·
Present
clearly the student, the subject under study, its objectives and what was
expected of him.
·
Make
interesting and attractive at the beginning of each new topic, to arouse
students' interest towards the same introductions.
·
Providing
the necessary opportunities for students to conduct independent studies in
which consciously apply the knowledge and skills acquired.
·
Questions
and exercises that stimulate the development of thought.
6.
Understanding principle of affordability or
It is the requirement that teaching is understandable
and possible according to the individual characteristics of the student. It
consists in the intellectual and academic models of each group, as a starting
point for educational planning level.
To achieve this principle, the teacher should
consider:
·
The
maximum capacity of the student, in order to constantly increase, exceeding
this capacity hinders the teaching - learning process, but does not consider
prevents the development of skills in the acquisition of knowledge.
·
That
activities are consistent with the level of knowledge and development of skills
of the student, but to turn, promote a higher level.
·
The
volume and the information fit the student's prior knowledge and intellectual
level.
7.
Principle of Individual and Group
The educational process must combine the interests of
the group and of each of its members, in order to achieve the objectives and
tasks of teaching.
To achieve this principle the teacher should keep in
mind:
·
Use
appropriate individual aid procedures. For this you can support the most able
students to help the less advanced.
·
Knowing
the skills, attitudes, interests of students to determine their role in the
group.
·
Promote
activities in which the group participates in the evaluation of the results as
such, and their individualities.
8.
Robustness Principle of Knowledge.
This principle is the systematic and conscious work
during the teaching-learning process, against oblivion.
Therefore to achieve this principle the teacher
should:
·
Pay
special attention to all the strategies for the consolidation of matter:
conclusions highlight the fundamentals of the discipline, using deepen
essential aspects of daily study.
·
Organize
activities of independent daily study performance relative to gradual cognitive
abilities in students.
·
Taking
into account the suggestions made to the principles of systematization, from
the concrete to the abstract and cognitive independence.
·
Design
activities to constantly evaluate the consolidation of knowledge in students.
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