对无人机在教学科学中的应用的质疑与挑战

I. Muraina, S. N. Lameed, Olayemi Muyideen Adesanya
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引用次数: 0

摘要

无人机在工作和生活各个领域的应用和实施已经在许多方面改变了技术。无人机技术给各行各业带来了巨大的好处,同时也让各行各业的专业人士在短时间内完成复杂的任务变得更加容易。研究证明,通过将无人机引入课堂,教师将有一种新的手段,让学生的学习更有趣、更创新、更互动、更协作。无人机可以应用于具有挑战性的学科,如科学:计算机科学、生物学、物理学、化学、地理等,通过将问题应用于现实世界来清除一些抽象概念中的困难。然而,一些教师对在科学教学中使用无人机持怀疑态度。本文的目的是调查教师对无人机技术在课堂上的应用和实施的行为和反应。报告接着解释了教师的知识和专业发展,学生的注意力被转移到技术设计和模型上,而不是学习成果上,缺乏足够的技术支持,以及对技术维护成本和可持续性的恐惧,这些都是在课堂上适当实施无人机的障碍。使用谷歌表格,教师(包括职前和在职)被问及上述因素如何影响无人机应用。考虑到本研究的时间限制,我们采用了有目的的抽样方法来招募60名受访者。仪器的内容使用“面效度”方法进行验证。可靠性指标为0.77,表明仪器的可靠性强度为精确正。收集和编译的结果使用图形表示进行分析,以便更好地表示和可视化。根据调查结果,教师对新兴技术和专业发展的知识需要提高,以跟上各种工具的趋势和应用,这些工具可以帮助有效的科学教学和学习。同样,需要适当的指导,以防止学生被无人机的时尚和闪闪发光的设计分散注意力。同样,政府应该通过补贴给学校提供最大限度的支持,以确保技术的可及性。无人机的功能、安全和保养也应由学校管理部门负责维护。然后建议组织对教学人员和非教学人员进行频繁的培训和再培训,以确保在教室中正确和持续地使用无人机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pedagogical Skeptics and Challenges towards the Application of Drones in Teaching and Learning Sciences
Drone application and implementation in various domains of work and life have transformed technology in numerous ways. Drone technology has greatly benefited various industries while also making the lives of various professionals easier in completing complex tasks in a short period. Studies proved that by introducing drones into classrooms, teachers would have a new means to make learning more fun, innovative, interactive, and collaborative for students. Drones can be applied in challenging subjects like sciences: Computer science, Biology, Physics, Chemistry, Geography, and others to clear off difficulties in some abstract concepts by giving real-world applications to the problems. However, some teachers are skeptical of the use of drones in science teaching and learning. The purpose of this paper is to investigate teachers’ actions and reactions to the application and implementation of drone technology in the classroom. It goes on to explain how teachers’ knowledge and professional development, students’ attention being diverted to technology design and models rather than learning outcomes, a lack of adequate technical support, and fear of technological maintenance cost and sustainability all serve as barriers to proper drone implementation in the classroom. Using Google Forms, teachers (both pre-service and in-service) were asked how the aforementioned factors affect drone application. Given the time constraints for this study, a purposive sampling approach was used to recruit 60 respondents. The instrument’s contents were validated with the use of the ‘face validity’ method. The 0.77 reliability index demonstrated that the instrument’s reliability strengths were accurately positive. The collected and compiled results were analyzed using graphical representations for better presentation and visualization. According to the findings, teachers’ knowledge of emerging technologies and professional development needs to be improved to keep up with the trend and applications of various tools that can aid effective science teaching and learning. Similarly, proper guidance is required to prevent students from becoming distracted by the fashion and gleaming designs of drones. Similarly, the government should provide maximum support to schools through subsidies to ensure technology accessibility. The functionality, safety, and care of the drones should also be maintained by the school administration. It is then suggested that frequent training and re-training for both teaching and non-teaching staff be organized to ensure proper and continuous use of drones in classrooms.
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