Physical versus virtual manipulative experimentation in physics learning

Zacharia, Zacharias C.; Olympiou, Georgios

doi:10.1016/j.learninstruc.2010.03.001

Cited by 222 publications

(197 citation statements)

References 41 publications

(62 reference statements)

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“…Remote laboratories, on the other hand, provide access to equipment via the Internet, and hence provide students with real data [13]. Combining VRLs with hands-on laboratories has been shown to increase the conceptual understanding of students in laboratories [15,20,21]. Simulations, in particular, provide a safe environment for performing experiments that are potentially dangerous in the real world [19].…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories

Moozeh¹,

Tihanyi²,

Farmer³

et al. 2018

PCEEA

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Section: Discussionmentioning

confidence: 99%

Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories

Moozeh¹,

Tihanyi²,

Farmer³

et al. 2018

PCEEA

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“…Haptic tools can be developed from equipment such as 3-D printers and can serve to enhance and deepen mathematical understanding for students of all ages and backgrounds [42]. In physics [43] and engineering [44,45], tactile-based learning experiences and tools can help highlight highly abstract, visual, and mechanical principles for students. For STEM lesson planning, blind students need to experience different modalities to help them understand fundamental concepts in STEM.…”

Section: Discussionmentioning

confidence: 99%

Narrative Inquiry on the Teaching of STEM to Blind High School Students

Villanueva

Stefano

2017

Education Sciences

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This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013-2016 in Baltimore, Maryland, for 60 blind students (Grades 9-12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher-researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students' inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.

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“…De hecho se suele decir que ocupa un lugar especial (Méndez, 2014). Los ordenadores abren un amplio rango de posibilidades, puede aumentar la autonomía de los estudiantes siempre que se emplee el software adecuado, por ejemplo para conceptos de química existen el ComLab, CAI para química, KineticsLab y Concept Builder (Orlik, 2002), además también existen laboratorios virtuales que se han implementado, hoy día están sustituyendo a los laboratorios tradicionales, en cuanto al efecto que está causando en el aprendizaje de los estudiantes se ha visto muy positivo (Zacharia & Olympiou, 2011;Donnelly et al, 2011). Otras experiencias que se han aplicado de forma positiva son la utilización de sistemas electrónicos de respuesta y la resolución de problemas (Scherer & Tiemann, 2012;Donovan, 2008).…”

Section: Los Ordenadores En El Aulaunclassified

El profesorado de ciencias y matemáticas y la comunicación a través de las tic

Coca¹,

Coca²

2014

Hist. Comun. Soc.

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Resumen:La integración de las tic en la educación avanza positivamente superando las barreras de la falta e inadecuada formación de los profesores de matemáticas y ciencias y la escasez de recursos en los centros. Los avances de la tecnología y su adecuada aplicación a la educación permiten una personalización del aprendizaje, un incremento de la motivación en los estudiantes y un enriquecimiento de las prácticas didácticas.Palabras clave: Tic; recursos metodológicos; enseñanza con móviles.The math and science teacher and the communication with the itc. Abstract:The integration the ict in education progress successfully exceeding the barriers of the lack and unsuitable training of math and science teachers and the lack of means in schools. The advance of technology and the proper application of this technology to the education allow a personalized teaching and an improvement of the motivation in the students and enrichment of the didactic practice. Sumario: 1. Introducción 2. Actualidad tecnológica 3. Programas de instituciones educativas para la integración de la tecnología en educación 4. La tecnología y la formación del estudiante 5. Herramientas tecnológicas en el aula 5.1. Los ordenadores en el aula 5.2. Los dispositivos móviles en el aula 5.3. Las pizarras digitales 6. Conclusiones IntroducciónEn la actualidad el mundo de la tecnología está entrando a formar parte del mundo educativo generado diversas situaciones problemáticas a las que hay que dar respuesta.

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Physical versus virtual manipulative experimentation in physics learning

Cited by 222 publications

References 41 publications

Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories

Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories

Narrative Inquiry on the Teaching of STEM to Blind High School Students

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