The Visualization Help for Girls in Separate Science Education Learning Process
Journal Title: Jaunųjų mokslininkų darbai - Year 2010, Vol 26, Issue 2
Abstract
Visual information helps 70 percent of girls in separate learning process. This could be evidently noticed when using knowledge in practice: doing exercises separately, organizing self learning, using knowledge in learning topics, doing homework, writing tests and when girls need to use theoretical knowledgein practice. But visualization has little influence on extra interest in scientific themes. The girls (from grade nine) are statistically significantly sure that visualization helps them to do exercises in the classroom and to do homeworkat home. The other arguments do not have statistically significant differencesand this leads to the assumption that girls in both grades think about phenomena similarly.
Authors and Affiliations
Renata Bilbokaitė
Keywords
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