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dc.contributor.authorTuvi, Inbalen
dc.contributor.authorNachmias, Rafien
dc.coverage.spatialCY - Λευκωσίαen
dc.date.accessioned2016-02-22T09:53:48Z
dc.date.available2016-02-22T09:53:48Z
dc.date.issued2003
dc.identifier.urihttp://hdl.handle.net/10797/14759en
dc.descriptionΠεριέχει το πλήρες κείμενοel_GR
dc.description.abstractThe World Wide Web is a promising medium for chemical education. The huge chemical databases, the threedimensional and dynamic graphics together with the computational and communicational power, offer exciting new ways to learn complicated chemical phenomena. However, to what extent do Web authors in chemistry utilize these powerful tools? Our research attempts to answer this question. We have developed a classification scheme, and examined 95 Websites that teach atomic structure. The results show that advanced communication means and graphical tools are rarely used. While the content of the majority of Websites can be considered reliable, their structure, level of graphics, and content resemble an online version of textbooks rather than a new, interactive, learning environment. These findings are discussed along with concrete examples.en
dc.language.isoengen
dc.publisherDepartment of Educational Sciences, University of Cyprusen
dc.relation.ispartofPhysics, chemistry and biology educationen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.titleEducational websites in chemistry - expectations versus realityen
dc.typeinfo:eu-repo/semantics/conferenceObjecten
dc.subject.uncontrolledtermInternet, taxonomyen
dc.subject.uncontrolledtermScience educationen
dc.subject.uncontrolledtermWeb-based learningen
dc.subject.uncontrolledtermAtomic structureen
dc.contributor.conferenceorganizerLearning in Physics Group, University of Cyprusen


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