A. Šorgo (Slovenia)
Computer-based laboratory, science education, biologicalprocesses, carbon dioxide.
Considerable pedagogical advantage may be gained by the use of the different ICT tools commonly used in teaching science. Multimedia, web based learning, animations and simulations of scientific phenomena, etc., are being practices increasingly in the recent years. ICT applications in science lessons are called "virtual laboratory". However, the importance of traditional laboratory teaching involving practical experimentation and hands-on work (called "true laboratory"), has in no way decreased with implementation of the virtual lab. Computers, equipped with data acquisition system and sensors, can take a role in a true laboratory as a part of laboratory apparatus. In the paper, some computer-based experiments introduced to biology lessons at high school level (pupils age 15 to 18) are presented. Examples of experiments are connected with computerized measurements of carbon dioxide concentration in air. Practical implementation of the experiments in one of the Slovenian high schools is outlined. In conclusion, some advantages of computer-based experiments derived from our experiences are discussed.
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