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Scientix 10th SPWatFCL Brussels 26-28 February 2016: Web-Based Physics Virtual Labs

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Presentation of "Web-Based Physics Virtual Labs", held during the 10th Science Projects Workshop in the Future Classroom Lab, Brussels, 26-28 February 2016

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Scientix 10th SPWatFCL Brussels 26-28 February 2016: Web-Based Physics Virtual Labs

  1. 1. 10th SCIENTIX W/S Brussels, 26-28 Feb 2016 Ioannis Lefkos
  2. 2.  Laboratory work is considered to be a key factor in Science Education  Students can acquire a better and deeper understanding of physical phenomena and can develop scientific way of thinking.  However, several studies provide evidence that during hands-on experiments students often tend to spend most of their time on handling equipment  Thus limiting the effectiveness of hands- on experimentation
  3. 3.  Virtual laboratories (VLs) have emerged as powerful environments which can successfully support experimentation and student activities  Simulation based on the scientific model that describes interaction of the objects  A large number of research studies Virtual vs. Real  virtual laboratories, as educational environments, are not inferior to their real counterparts
  4. 4. Web-based Virtual Laboratories: Optics, Electric circuits, Thermal Phenomena Project
  5. 5.  Offer all the features of Virtual Laboratories  Are accessible freely at any time over the internet  May break the natural barrier between the classroom, the laboratory, the school, and the community (students – parents)  Formal or Informal educational setting
  6. 6. A lot of Applets available - Typically :  Do not have a realistic look and feel AND / OR  Are limited to predefined set-ups  Conceptually oriented vs. Manipulation oriented additionally
  7. 7. materials Common •Orange soda •Coffee Liquid •Water •Olive oil •Milk Soluble •Salt •Sugar Solid •Iron •Lead •Gold
  8. 8. Containers Glass •100, 250, 600ml Aluminium white •100, 250, 600ml Aluminium •100, 250, 600ml Ceramic •100, 250, 600ml Thermos (Dewar flask) •600ml
  9. 9. Devices Hot plates •Adjustable power Sink / water tap •-50 έως 90οC Chamber for instant heating/ cooling •-50 to 90οC
  10. 10. Instruments Timer / simulation control •Start •Pause •Stop / Reset Volume meter •Solid materials Thermometer •Liquid / solid materials
  11. 11. Regulators Chamber for instant heating / cooling -20 to90οC Tap water -50 to 90οC Room temperature -50 to150οC Time acceleration x1 to x100
  12. 12. Data display Graph1: Temperature vs. time Graph3: Volume vs. time Graph2: Heat energy vs. time Info Board -selected object
  13. 13.  In accordance with:  Technical specifications of the implementation  Theoretical model to be represented (simulated) within the laboratory  Decisions concerning didactics and pedagogy  Literature review of studies concerning the use of simulations and virtual laboratories
  14. 14.  Some of the main features are :  The look and feel of a real laboratory room ◦ The presented phenomena are animated so the user gets a feed back off the process ◦ Instruments and gauges are also presented like in real life  Graphs in real time directly related to the presented phenomena  The user can set-up any experiment using every available object, choosing the initial conditions and other parameters and control the experiment in every way  Every set-up is constructed by the user with direct manipulation of objects and parameters.
  15. 15.  The experimental set-up is not predefined  The set-up can be changed even while the simulation is “running”  User input seems like in real life  There are also some “virtual” elements, not available in a real life laboratory (time acceleration, room temperature control)
  16. 16.  Flexible, can be adopted to any kind of teaching method and can also be used for various types of investigation  Besides content learning, this kind of virtual laboratory can also help for developing procedural knowledge (experimentation)  Under certain conditions, it is possible for skills to be transferred between the virtual and the real world.
  17. 17.  Some suggestions for guided investigations using the Virtual laboratory, were provided for the project in worksheets  Modular structure, including steps like ◦ Prediction, ◦ Experimentation (Set-up, observe, take measurements), ◦ Explanation, ◦ Conclusion and ◦ Reflection  The overall structure follows the form Predict – Observe - Explain, POE.
  18. 18.  For your attention
  19. 19.  Η στρατηγική ΠΠΕ συνήθως περιλαμβάνει: ◦ (i) μια κατάσταση και ζητά μια αιτιολογημένη πρόβλεψη για αυτό που θα συμβεί, όταν γίνει κάποια αλλαγή ◦ (ii) την πραγματοποίηση της αλλαγής και την παρατήρηση, και ◦ (iii) την προσπάθεια να εξηγηθούν όποιες διαφορές εμφανίζονται μεταξύ πρόβλεψης και παρατήρησης.  Δίνει στο μαθητή τη δυνατότητα να κατανοήσει, να παρακολουθήσει και να αξιολογήσει τις διερευνητικές δραστηριότητες.  Προσφέρει στους μαθητές, μεταξύ άλλων, ένα πλαίσιο που καθοδηγεί τη σκέψη τους  Βελτιώνει την εννοιολογική κατανόηση και τις ικανότητες επίλυσης προβλημάτων αλλά επίσης αναπτύσσει σημαντικά τις μεταγνωστικές ικανότητες των μαθητών.