Science education at high school: A VISIR remote lab implementation

Evangelista, Ignacio; Fariña, Juan Carlos Acuña; Pozzo, María Isabel; Dobboletta, Elsa; Alves, Gustavo R.; García-Zubía, Javier; Hernández, Unai; Marchisio, Susana; Concari, Sonia Beatriz; Gustavsson, Ingvar

doi:10.1109/expat.2017.7984378

Cited by 14 publications

(12 citation statements)

References 11 publications

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“…VISIR has been used mainly for undergraduate students and master students, but “the unique feature of VISIR is the flexibility provided by allowing wiring and measurement on a breadboard and by supporting a wide range of electronic circuit components” [, p. 62], makes us believe that there could be a good chance to incorporate this system as an excellent resource for our students, and in consequence, for our department. Similar applications of VISIR in the secondary school have been made by other authors, Paladini et al , Claesson and Håkansson , Dziabenko and García‐Zubia , Silva et al , Marques et al , Schauer et al , García‐Zubía et al , and Evagelista et al , to show different practices performed by students. For example, in one of them, some practices similar to the present research work are carried out in which students must perform several practices to "investigate the relationship between voltage and electric current, Ohm's Law, for a component (resistor or conductor) that behaves according to Ohm's law over some operating range" [, p. 27] as well as practices to observe "if the current was the same before a component as after in a circuit with two resistors in series" [, p. 28].…”

Section: Visir Remote Labsupporting

confidence: 75%

“…For example, in one of them, some practices similar to the present research work are carried out in which students must perform several practices to "investigate the relationship between voltage and electric current, Ohm's Law, for a component (resistor or conductor) that behaves according to Ohm's law over some operating range" [, p. 27] as well as practices to observe "if the current was the same before a component as after in a circuit with two resistors in series" [, p. 28]. The objective of these kind of learning proposal, in the context of our research, is that “remote experimentation with VISIR was meant to strengthen students’ motivation to improve their learning” [, p. 14] and to encourage reflections on results.…”

Section: Visir Remote Labmentioning

confidence: 99%

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Gender comparative research on learning strategies applying the cognitive‐motor model methodology and VISIR remote lab

Blazquez‐Merino

García-Loro

Plaza‐Merino

et al. 2019

Comp Applic In Engineering

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The research work hereby presented shows some findings about the different ways used by girls and boys, at secondary school, to assimilate the electricity concepts and electric magnitudes to be able to design and assemble electric circuits. The methodology applied to learning, the cognitive‐motor model (CMM), is also presented, and it is based on the mutual interaction of cognitive skills and motor capabilities. Students have followed a specific course designed under CMM specifications. The course contains a combination of theoretical activities and practical tasks by means of which cognitive and motor skills have been measured. To carry out the practical tasks, the Virtual Instrument Systems in a reality remote lab have been used by students as the technical resource. In the study, different learning strategies between male and female students, what affects each gender effectiveness, and learning performance have been found.

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Section: Visir Remote Labsupporting

confidence: 75%

Section: Visir Remote Labmentioning

confidence: 99%

Gender comparative research on learning strategies applying the cognitive‐motor model methodology and VISIR remote lab

Blazquez‐Merino

García-Loro

Plaza‐Merino

et al. 2019

Comp Applic In Engineering

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“…In all four institutions courses and workshops involving different aims and addressees with the use of VISIR were fulfilled. Particularly it was about: 1) the implementation of remote experimentation by using VISIR in a Physics subject at high-school level, developed at Instituto Politécnico Superior from UNR [19][20][21]; 2) the incorporation of a remote practice with VISIR in order to round off traditional experimental training in the subject Circuits Theory I of the Electronic Engineering career at UNPSFB [22]; 3) the incorporation of VISIR to carry out experimental practices thus complementing traditional laboratory in a subject of Physics for students of engineering at FRRo from UTN [23]; 4) a teachers' training workshop about the use of remote labs for Physics teaching at university and high-school level developed within the framework of the II Seminario de la Latin American Science Education Research Association (LASERA) in Costa Rica, [24] and a third workshop coordinated collaboratively with another teacher from UNR, during the XX Physics Education Forum (REFXX), in Argentina.…”

Section: B Concerning the Didactical Implementationsmentioning

confidence: 99%

Improving the use of remote laboratories. The case of VISIR at Universidad Nacional de Rosario

Lerro

Marchisio

Concari

et al. 2019

2019 5th Experiment International Conference (exp.at'19)

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The present work originates in the Project "Educational Modules for Electric and Electronic Circuits Theory and Practice following an Inquiry-based Teaching and Learning Methodology supported by VISIR", carried out with the support of the Erasmus+ Programme. Remote labs can provide a framework where physical experiments can be developed for STEM (Science, Technology, Engineering and Mathematics) education. Although remote labs have been in use for over a decade now in several countries and levels of education, their use is not yet being generalized in Latin America. Through the VISIR+ International Cooperation Project from the Erasmus+ Programme, five higher education institutions from Latin America have incorporated de VISIR remote lab in order to carry out experiments with electric and electronic circuits. In the present work, the results of the study developed at Universidad Nacional de Rosario within the framework of the aforementioned project are shown.

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“…First option for Remote Labs is to use a commercial equipment, as VISIR, as stated in [2], [3], which is a matrix of connections and components, where student can change connections. This same philosophy can be applied to matrix connections to servers, for networking lab [4].…”

Section: Introductionmentioning

confidence: 99%

Web-based Remote Lab System for Instrumentation and Electronic Learning

Sierra-Fernández¹,

Agüera-Pérez²,

Palomares-Salas³

et al. 2021

Adv. sci. technol. eng. syst. j.

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Lab sessions in Engineering Education are designed to reinforce theoretical concepts. However, there is usually not enough time to reinforce all of them. Remote and virtual labs give students more time to reinforce those concepts. In particular, with remote labs, this can be done interacting with real lab instruments and specific configurations. This work proposes a flexible configuration for Remote Lab Sessions, based on some of 2019 most popular programming languages (Python and JavaScript). This configuration needs minimal network privileges, it is easy to scale and reconfigure. Its structure is based on a unique Reception-Server (which hosts students database, and Time Shift Manager, it is accessible from the internet, and connects students with Instruments-Servers) and some Instrument-Servers (which manage hardware connection and host experiences). students always connect to the Reception-Server, and book a time slot for an experience. During this time slot, User is internally forwarded to Instrument-Server associated with the selected experience, so User is still connected to the Reception-Serer. In this way, Reception-Server acts as a firewall, protecting Instrument-Servers, which never are open to the internet. A triple evaluation system is implemented, user session logging with auto-evaluation (objectives accomplished), a knowledge test and an interaction survey. An example experience is implemented, controlling a DC source using Standard Commands for Programmable Instruments. This is an example regarding how systems enable students to interact with hardware, giving the opportunity of understand real behaviour.

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Science education at high school: A VISIR remote lab implementation

Cited by 14 publications

References 11 publications

Gender comparative research on learning strategies applying the cognitive‐motor model methodology and VISIR remote lab

Gender comparative research on learning strategies applying the cognitive‐motor model methodology and VISIR remote lab

Improving the use of remote laboratories. The case of VISIR at Universidad Nacional de Rosario

Web-based Remote Lab System for Instrumentation and Electronic Learning

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