New Perspectives in Science Education

Edition 13

Accepted Abstracts

Tablets in Science Education: Experience from Implementation in the Czech Republic

Petr Mareš, Scientica Agency Ltd. (Czech Republic)

Lukáš Holman, Scientica Agency Ltd. (Czech Republic)

David Sedláček, Department of Computer Graphics and Interaction, Faculty of Electrical Engineering, Czech Technical University in Prague (Czech Republic)

Petr Šmejkal, Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague (Czech Republic)

Tomáš Matějček, Department of Social Geography and Regional Development, Faculty of Science, Charles University in Prague (Czech Republic)

Přemysl Štych, Department of Applied Geoinformatics and Cartography, Faculty of Science, Charles University in Prague (Czech Republic)

Jan Činčera, Department of Pedagogy and Psychology, Faculty of Sciences, Humanities and Education, Technical University in Liberec (Czech Republic)

Anna Šlechtová, Scientica Agency Ltd. (Czech Republic)

Ondřej Mašek, Scientica Agency Ltd. (Czech Republic)

Jana Marešová, Scientica Agency Ltd.Marešová (Czech Republic)

Zdeňka Šimková, Scientica Agency Ltd. (Czech Republic)

Lukáš Krinke, Sládeček Museum of Local History in Kladno (Czech Republic)



The paper deals with project TABLETARIUM, currently implemented in the Czech Republic to pilot and evaluate different forms of use of tablets in school science education.

Within the project we are preparing 18 original tablet apps (for physics, chemistry and biology), using various kinds of design and all the main educational tools (f. e. Augmented Reality in interactive and passive form, active GPS locations, student collaboration, and many interactive tasks). An important subject of programming development is also common platform environment to share data/results within the classroom, generating of final reports and testing of connection of the apps with different measurement probes and other devices (microscopes, micro-cameras).

In the education programmes, based on the apps, pupils define problems, search for possible solutions, collect and analyse data, draw, present and discuss conclusions – all this using tablets as their central working tools connected to other devices.

The programmes and individual apps are currently piloted on 2,500 pupils and 100 teachers. Based on this data and on our experience from the development process, efficiency of the methodology (teaching approaches) and technology (stability, compatibility of tablets with devices) will be assessed. As follow-up, a strategy for optimal integration of tablet use in science education will be created and presented to the Ministry of Education of the Czech Republic.

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