<?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%">Elaine A. Colagrande</style></author><author><style face="normal" font="default" size="100%">Simone Alves de Assis Martorano</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING</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%">experimental activities</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1513710311.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers often consider experimental activities to be fundamental to the teaching of scientific concepts. However, there are different views about their purpose in science classes; these views are linked to teachers' different understandings of the construction of scientific knowledge. It was analyzed the views of 19 pre-service science teachers (PST) on the use of experimental activities in science classes. These PSTs were enrolled in the subject of science teacher training course of a Brazilian federal university. In their course work, the PSTS were organized into groups and they participated in a pedagogical activity during which they reported their views on two experimental scripts. They answered questions about how they would use these experiments in the future. The activity occurred in two stages: the first was before studying texts on the nature of science with an emphasis on the role of experimentation in the foundation of hypotheses; the second stage was after this. The data analysis was performed using the content analysis technique. The results suggest the importance of debates and deep themes in training courses for science teachers, so that experimental activities are not seen reductively and only as ways to motivate classes or to complement theory, but rather as potential aids in the construction of scientific meaning. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">525-534</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%">Martin  Bílek</style></author><author><style face="normal" font="default" size="100%">Petra  Skalická</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REAL AND VIRTUAL LABORATORIES TOGETHER IN GENERAL CHEMISTRY EDUCATION: STARTING POINTS FOR RESEARCH PROJECT</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%">early chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental activities</style></keyword><keyword><style  face="normal" font="default" size="100%">general 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/2014/457-1396707044.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 combination of real and virtual environments in general science (chemistry) education is a current challenge for school curriculum in the period of information society. The article describes theoretical background, starting points and design of a research project in this area. Possibilities of real and virtual school chemical experiment and their combination will be analyzed. These approaches are named remote and virtual laboratories. They are the important part of a virtual learning environment (VLE) as the up-to-date trend in natural science instruction supported by ICT. They bring a new dimension not only to laboratories, but also to everyday life of students, teachers and every other person interested in science education. New possibilities to measure, to control anything from any computer, to receive current data from the opposite part of the world – these are and will bring immense motivation. The project design, including pilot results, is presented on the example of laboratory work “pH measuring”. Two as much as identical scenarios were prepared using either real or virtual pH-meter, managed by worksheets containing tasks of three levels: pH measuring of different solutions, answers to problem-based questions and open-task to create set of next pH measuring. The project is ready for piloting in the K-LaMPa Centre, which is situated in laboratories of the Chemistry Department, Faculty of Education, University of Hradec Kralove, and enables running experimental activities of primary and secondary school pupils and students. The received results will be presented and discussed on conferences and relating actions. Now the authors offer the cooperation concerned to widening of the research. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">30-39</style></section></record></records></xml>