Η ΔΙΔΑΣΚΑΛΙΑ ΜΕ ΤΗ ΒΟΗΘΕΙΑ ΥΠΟΛΟΓΙΣΤΗ ΣΤΗ ΔΗΜΟΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΩΣ ΜΕΣΟ ΜΕΙΩΣΗΣ ΤΩΝ ΕΚΠΑΙΔΕΥΤΙΚΩΝ ΑΝΙΣΟΤΗΤΩΝ ΜΕ ΕΜΦΑΣΗ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΟΥ ΜΑΘΗΜΑΤΟΣ ΤΗΣ Ε' ΔΗΜΟΤΙΚΟΥ "ΕΡΕΥΝΩ ΤΟ ΦΥΣΙΚΟ ΚΟΣΜΟ"

Abstract

THE STUDY EXAMINES THE INFLUENCE OF COMPUTER-ASSISTED INSTRUCTION (CAI) ON SCHOOL-ACHIEVEMENT IN NATURAL SCIENCES OF 5TH GRADE PUPILS LIVING IN PRIVILEGED OR LESS PRIVILEGED AREAS OF THE SAME CITY. THE AUTHOR CONVERTED SOME UNITS OF THE OBLIGATORY NATIONAL CURRICULUM INTO BEHAVIOURIST-DESIGNED EDUCATIONAL SOFTWARE,AND TAUGHT THEM IN ONE CENTRAL/PRIVILEGED AND ONE SUBURBAN/ LESS PRIVILEGED SCHOOL OF THESSALONIKI, GREECE. PUPILS HAD EIGHT HOURS OF CAI DURING THE SCHOOL YEAR, AT EIGHT INDIVIDUAL SUBJECTS IN WHICH A PREVIOUS RESEARCH HAD SHOWN PARTICULARLY LOW SCHOOL ACHIEVEMENT. PUPILS HAD NEVER BEFORE USED COMPUTERS AT SCHOOL. RESULTS INDICATED THAT CAI ENHANCED SCHOOL ACHIEVEMENT IN THE LESS PRIVILEGEDSCHOOL, AND HAD NO SUCH INFLUENCE ON SCHOOL ACHIEVEMENT IN THE PRIVILEGED SCHOOL. THE FINDING HAS BEEN CONSISTENT ALONG ALL SUBJECTS, IRRESPECTIVELY OF CONTENT OF THE CAI, EITHER THIS REFERRED TO TEMPERATURE AND HEAT OR TO REPRESENTATION OF FORCE, GRAVITY, ELECTRIC CHARGE, MULTICELLULAR ORGANISMS AND INTERNAL RESISTANCE.