Chapters authored
Physics Learning in Primary and Secondary Schools with Computer Games—An Example — Angry Birds
In this paper, we discuss how we can make physics lessons more interesting with the use of information and communications technology (ICT). We explain why physics teachers need to be ICT competent and which ICT tools teachers can use to improve their lessons. Nowadays, many learners spend their free time playing computer games that use basic physics laws for game mechanics. One of our goals was to find out which computer games would be appropriate for learning physics and how to include those games in the learning process. We also show an example how to teach physics using the computer game Angry Birds, where we take into account primary and secondary school curriculum. Finally, we analyze how teaching physics with computer games affect students and what are the benefits and weaknesses using this method. In addition, we conduct a survey to gain insight on the opinion of physics teachers about the appropriateness of the computer game Angry Birds for teaching physics in elementary and high school. Surprisingly, the teachers find the game more appropriate for the teaching of physics in elementary school, despite of the fact that there are physics themes mostly from high school physics included in the game.
Part of the book: E-Learning
Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia
During the COVID -19 situation, it was often warned that emergency remote teaching increases differences among students. Additionally, some empirical results in Slovenia indicate that the situation at schools in Slovenia was very diverse, leading to a violation of the equity principle in education. In this paper, we investigate teaching methods used by teachers in crisis teaching. The database presents 61 diaries of future teachers from the first grade of elementary school to the fourth grade of secondary school. The results show differences between mentor-teachers emergency remote teaching strategies. Differences are also statistically significant according to the educational stages. The results suggest that secondary school teachers have most effectively adopted and integrated different distance learning strategies into their work. On the other hand, some class teachers have not been as successful, probably also due to the students’ distinctive characteristics. The primary purpose of this paper is to describe the Razlagamo.si learning environment, which can reduce differences by providing a common educational point for all Slovenian primary and secondary school students. Finally, we give some implications for physical re-engagement at school.
Part of the book: Psychosocial, Educational, and Economic Impacts of COVID-19