Didactical use of a remote lab: a qualitative reflection of a teacher
This work describes the teacher reflections about a didactical implementation using 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 fir...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/140545 |
| Acceso en línea: | http://hdl.handle.net/10366/140545 |
| Access Level: | acceso abierto |
| Palabra clave: | Remote labs VISIR Experimental Competence Development Teacher Reflection Engineering education Hands-on-labs 1203.17 Informática |
| Sumario: | This work describes the teacher reflections about a didactical implementation using 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 activity impacted and affected his teaching practices in the subsequent implementations and guided the 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. |
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