| Abstract [eng] |
Ninth grade students are conscious of their impact on society and are driven to act, they are interested in global issues – climate change, pollution, and achieving sustainability. Students begin learning thermodynamics with fragmentary knowledge. Students have difficulty understanding and learning concepts, basic principles and laws, they more often remember, but do not understand nor create mutual connections. Information technology is used to find ways to help students understand and learn about thermal phenomena. The study seeks answers to the following questions: what e-learning scenario, digital tools are used by teachers to help students understand and learn to apply thermal phenomena to problematic situations? What e-learning scenario is appropriate to apply when learning thermal phenomena in the 9th grade so that students understand, learn, create thematic connections between concepts, basic principles and laws? The aim of this thesis is to reveal the effectiveness of e-learning scenarios for thermodynamics on learning achievements of 9th grade students. To fulfill the aim, several objectives were outlined: 1) outline the theoretical effectiveness of thermal phenomena in e-learning scenarios; 2) create e-learning scenario-based course in virtual learning environment Moodle for learning thermodynamics; 3) to justify the effectiveness of the research methodology for e-learning scenarios for learning achievements on thermal phenomena; 4) determine the effectiveness of e-learning scenarios on learning achievements of thermal phenomena. |
