{"title":"The use of image analysis in improving knowledge and skills on the example of teaching the biology of algae and fungi","authors":"Marek Vydra, Jozef Kováčik","doi":"10.1007/s10639-024-13004-3","DOIUrl":null,"url":null,"abstract":"<p>We investigated the effect of short-term teaching (3 weeks) using image analysis on gymnasium/secondary school students’ (ISCED3A) skills (science process skills, SPS) and knowledge using Fiji (ImageJ) software. The theoretical teaching was combined with IT-based education (measurement of the area or signal intensity on photos from scientific papers using algae <i>Ulva</i> or <i>Coccomyxa</i> and the fungus <i>Glomerella</i>) and students formed conclusions from data and answered knowledge questions. Experimental education increased score (post-test/pre-test) in the area of knowledge (by 102%) and SPS (by 44%) and greater impact of IT implementation on the development of girls’ SPS and knowledge was found. Besides, the Pearson’s correlation analysis showed a more intense improvement of students who had greater deficiencies in pre-test. This experimental gymnasium group (<i>n</i> = 53) also retained a higher score in re-test in comparison with control gymnasium students (without the implementation of image analysis, <i>n</i> = 54) and detailed analysis of individual questions revealed that there was a development of SPS, especially those that were emphasized in the experimental teaching. Another control group “university students” (ISCED5A, <i>n</i> = 19) had a higher score in re-test than the experimental gymnasium group, but the area of knowledge was comparable. These results indicate that the involvement of IT improves SPS and knowledge of gymnasium students at the level comparable with university students. The test and worksheets are attached for free use with the aim of improving the teaching of less interesting topics such as botany.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"7 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13004-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
We investigated the effect of short-term teaching (3 weeks) using image analysis on gymnasium/secondary school students’ (ISCED3A) skills (science process skills, SPS) and knowledge using Fiji (ImageJ) software. The theoretical teaching was combined with IT-based education (measurement of the area or signal intensity on photos from scientific papers using algae Ulva or Coccomyxa and the fungus Glomerella) and students formed conclusions from data and answered knowledge questions. Experimental education increased score (post-test/pre-test) in the area of knowledge (by 102%) and SPS (by 44%) and greater impact of IT implementation on the development of girls’ SPS and knowledge was found. Besides, the Pearson’s correlation analysis showed a more intense improvement of students who had greater deficiencies in pre-test. This experimental gymnasium group (n = 53) also retained a higher score in re-test in comparison with control gymnasium students (without the implementation of image analysis, n = 54) and detailed analysis of individual questions revealed that there was a development of SPS, especially those that were emphasized in the experimental teaching. Another control group “university students” (ISCED5A, n = 19) had a higher score in re-test than the experimental gymnasium group, but the area of knowledge was comparable. These results indicate that the involvement of IT improves SPS and knowledge of gymnasium students at the level comparable with university students. The test and worksheets are attached for free use with the aim of improving the teaching of less interesting topics such as botany.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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