| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 470.58 KB | Adobe PDF |
Advisor(s)
Abstract(s)
This work describes
the teacher reflection reflections about a didactical
implementation usin g a remote laboratory and their impact on his
practice. These reflections are analyzed from three different
perspectives: how the literature review influenced the design of
the didactical implementation (namely the first); how his
reflection upon his practice influenced its modifications; how his
research activ ity impacted and affected his teaching practices in
the subsequent implementations and guided the modification modifications made . The remote lab was introduced in a Physics Course in an Engineering degree and was intended to be a learning space where students had the opportunity to practice before the lab class, supporting the development of experimental competences, fundamental in an engineer profile. After the first implementation in 2016/17 academic year it has undergone two subsequent editions with adjustments and modifications.
Some features previously reported in literature such as: teacher’s experience with VISIR, the importance of an introductory activity and defining VISIR tasks objectives, were corroborated by the teacher during his practice and research. Others, such as the difficulty some students have in understanding the difference between simulation and remote labs appeared directly from his practice and were pursued in his research in order to deeply understand its implications.
Description
Keywords
Remote Laboratory VISIR Hands-on Laboratory Experimental Competence Development Teacher Reflection Engineering EducationEducation
Citation
Publisher
ACM