Browsing by Author "Zannin, Marcelo"
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- Do Students Really Understand the Difference Between Simulation and Remote Labs?Publication . Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Marchisio, Susana; Lerro, Federico G.; Merendino, Claudio; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez B. da; Pozzo, Maria; Dobboletta, Elsa; Gustavsson, Ingvar; Garcia-Peñalvo, FranciscoLaboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students’ understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students’ perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student’s don´t have a clear idea of these differences, even though sometimes they know their definition. Furthermore, these gap does not seem to differ much with the context (country, course, academic year, course content), students’ final grades, teacher approach or implemented tasks.
- Hands-on and remote lab in an engineering statistics coursePublication . Zannin, Marcelo; Lima, Natércia; Pinto, Carla M.A.
- Projeto VISIR+ Contextualização da Matemática em EngenhariaPublication . Lima, Natércia; Viegas, Clara; Zannin, Marcelo; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez B. da; Pozzo, Maria; Dobboletta, Elsa; Gustavsson, Ingvar; Garcia-Peñalvo, FranciscoO objetivo a longo prazo da educação em engenharia é formar profissionais capazes de dar resposta aos problemas e necessidades da sociedade. Nesta formação, a componente prática não pode ser descurada e nas últimas décadas a utilização de laboratórios remotos e de simulações tem-se generalizado, sendo um complemento ou alternativa aos laboratórios tradicionais. Este trabalho, no âmbito do Projeto VISIR+, apresenta os primeiros resultados de uma implementação didática levada a um cabo numa disciplina de matemática numa universidade brasileira. Nesta implementação foram usados em simultâneo o laboratório remoto VISIR (Virtual Instrument Systems in Reality), simulação e cálculo em cerca de 20% do conteúdo da disciplina. Os resultados obtidos, apontam que o uso de vários recursos pode de facto contribuir para um melhor desempenho dos estudantes, impulsionando o desenvolvimento de competências.
- The use of remote labs to contextualize learning and teaching in engineering mathematicsPublication . Zannin, Marcelo; Lima, Natércia; Marques, Arcelina; Costa, Ricardo; Alves, Gustavo R.; Ennser, Karin; Silva, Juarez B. da; Gustavsson, IngvarInterdisciplinary education is an important aspect of critical thinking development in engineering students, as they prepare for their careers. This study reports the didactic experiences of the integration of remote experiment, simulations and calculations for learning and teaching higher education mathematics. These are the first experiences of the use of the remote electronics laboratory VISIR (Virtual Instrument Systems in Reality) in a didactic implementation in the engineering subjects of Calculus and Statistics. The strategy used in Calculus is to study a real electric circuit modeled by differential equations, covering 20% of the topics in the syllabus. In statistics, real experiments are used to collect, organise and interpret data, covering around 40% of the syllabus. The results show that students who benefited from this implementation not only feel more engaged and interested in engineering mathematics, but are also likely to develop new skills and achieve higher in mathematics subjects.
- The VISIR+ Project – Helping Contextualize Math in an Engineering CoursePublication . Lima, Natércia; Zannin, Marcelo; Viegas, Clara; Marques, Arcelina; Alves, Gustavo R.; Felgueiras, Carlos; Costa, Ricardo; Fidalgo, André; Silva, Juarez; Pozzo, María I.; Dobboletta, Elsa; Penãlvo, Francisco J.; Gustavsson, IngvarThe long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students’ performance, boosting their learning and competence development.
- Use of Hands-on and Remote Lab with an Inquiry-Based Approach to Learn Statistics in EngineeringPublication . Zannin, Marcelo; Lima, Natércia; Pinto, CarlaPractical activities are an effective way to contextualize concepts and motivate students. This article reports on an innovative use of hands-on and remote labs in a theoretical course of Statistics for engineering undergraduates. The lecturer used an inquiry-based approach to center learning around students. The problems proposed revolved around basic concepts of circuit theory: how reliable are resistance values and how does a resistor behave in an electric circuit. Students collected data and learned statistics while attempted to address the problems. We report on two implementations done in 2017, at Universidade Federal de Santa Catarina (Brazil), where 68 students concluded the course. We investigated the effects of such strategy, analyzing assessment results, attendance and accesses to the remote lab. We also surveyed the lecturer and students on the methodology and the use of the remote lab. Our results show that students and lecturer had positive views on the experience and suggest that students felt motivated to collaborate and learn statistics. We also found correlation among grades in lab activities and final grades, which shows the hands-on activities had a positive impact on students' academic performance.