<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Violeta  Šlekienė</style></author><author><style face="normal" font="default" size="100%">Loreta  Ragulienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE LEARNING PHYSICS IMPACT OF INTERACTIVE LECTURE DEMONSTRATIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">interactive demonstration</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive lecture</style></keyword><keyword><style  face="normal" font="default" size="100%">learning physics</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594545</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper deals with application of interactive lecture demonstrations (IALD) during lectures of general physics as a way for helping students to better understand functional dependences of physics phenomenon. IALD can be described as an active engagement learning environment in a lecture setting, where computer, sensors, interface and software of PASCO are used together with demonstration equipment. Demonstration results are projected on big screen using computer projector. Assumption – observation – explanation cycle is used during interactive lesson demonstration. During this study IALD was implemented into general physics (mechanics) course. Interactive demonstrations were given for students of Siauliai University faculty of Natural Science studying Ecology and environmental studies. Lectures were given in 2009 spring semester. The same course of kinematics and dynamics were lectured traditionally for students studying Applied biology. Multiple-choice test was used to determine impact of IALD to understanding phenomena of mechanics. It was state, that in those lectures, where IALD was used, achievements of students were better than those of students learning in traditional method. Using IALD students are motivated to be not passive observers, but active participants of education process. Students, who were studying in IALD group, positively valuated employment of interactive demonstrations in learning of physics. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">120-129</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta  Šlekienė</style></author><author><style face="normal" font="default" size="100%">Loreta  Ragulienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF TEACHING/LEARNING SCIENCES IN COMPREHENSIVE SCHOOL: SOCIO-EDUCATIONAL ASPECTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-based technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">general schools</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1396707347.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 On the other hand it is necessary to devote all our efforts to monitor the process of using ICT in general schools. It is necessary to conduct regularly researches of different scale for better understanding of a situation of use ICT in the teaching /learning process. 
Pilot research Student and Computer-Based Technologies was conducted in October – November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
 In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-73</style></section></record></records></xml>