Teaching Biology with Fluorescent Microscope and it’s Influence on Pupils’ Knowledge

Jana Míková, Vanda Janštová


volume: 27
year: 2018
issue: 1
fulltext: PDF
elektronická příloha

online publishing date: 1/4/2018
DOI: 10.14712/25337556.2018.1.1
ISSN (Online): 2533-7556

Licence Creative Commons
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Atractivity of science subjects, including biology, has been one of the hot topics of science teaching for decades. Generations of teachers and scientists have been discussing the best ways to show pupils natural beauties, improve both knowledge and pupils’ attitudes toward science and how to involve pupils into studying science and biology. We decided to test if using an uncommon tool, namely fluorescent microscope and microphotographs, influence pupils’ knowledge in post-test and delayed post-test. The respondents were 102 upper secondary school pupils who filled in a knowledge pre-test, post-test and delayed post-test. Data from 69 pupils were analysed. All the pupils underwent the intervention, a practical course focused on microscopy. One group also worked with fluorescent microscope, the second group worked with microphotographs obtained using this fluorescent microscope. The results showed all pupils gained knowledge as measured in the post-test. The difference between the two groups was in the results of delayed post-test. Pupils who worked with fluorescent microscope retained significantly more knowledge compared to the pre-test. Using the fluorescent microscope helped them to fixate gained knowledge better than using microphotographs. The accuracy with which the pupils filled in the work sheets correlated with post-test results, but not with delayed post-test results. Links showing on-line photo gallery are part of the paper.


microscopy, practical course

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