Analysis of the suitability of a didactic intervention for the teaching of ohm law, at the basic university level: use of remote laboratory
In this paper we analyze the epistemic and cognitive suitability of an activity implemented by a physics teacher with university students of second year of engineering careers. The activity proposes to use the VISIR platform (Remote Laboratory) to carry out experiments with DC circuits to deepen som...
Guardado en:
| Autores principales: | , , , , , , , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2017
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18450 |
| Aporte de: |
| Sumario: | In this paper we analyze the epistemic and cognitive suitability of an activity implemented by a physics teacher with university students of second year of engineering careers. The activity proposes to use the VISIR platform (Remote Laboratory) to carry out experiments with DC circuits to deepen some knowledge related to the law of Ohm. The results show that the use of remote laboratory is fast, accessible and easy to use allowing the comparison between measured values and theoretical values. The theoretical methodological perspective is part of the ontosemiotic approach (EOS), considering in particular the notion of didactic suitability and the criteria associated with it. Specific aspects of the practice that could be improved to optimize student learning are identified. We conclude that the criteria used in the analysis constitute adequate tools for the reflection of in–service teachers about their own practice. |
|---|