Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena
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Data de Publicação: | 2014 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Caderno Brasileiro de Ensino de Física (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p642 |
Resumo: | This paper summarizes the contributions of a previous educational research in scientific and technological careers. The research field is related to the redefinition of experimental education and the role of the laboratory in the basic Physics education of engineers. A systemic model of Science learning where conceptual, methodological, epistemological and attitudinal aspects are interrelated is adopted. The proposal is structured around cycles of group activities in the laboratory context, for progressive construction of scientific knowledge. It addresses the content of electrical conduction and the models that describe and explain experimental results. The methodology integrates experimental and theoretical work. The students develop activities in small groups, guided and coordinated by the teacher. Students’ difficulties are faced by adopting a recursive teaching dynamic that allows us to reviewaspects unlearned or incorrectly processed. The results achieved, assessed through group reports and individual tests are satisfactory and they show the fertility of the theoretical learning framework for directing education towards conceptual and skills development, needed in the formation of an engineering student. |
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Laboratory activities in engineering education: a proposal for learning electrical conduction phenomenaLas actividades de laboratorio en la formación de ingenieros: propuesta para el aprendizaje de los fenómenos de conducción eléctricaThis paper summarizes the contributions of a previous educational research in scientific and technological careers. The research field is related to the redefinition of experimental education and the role of the laboratory in the basic Physics education of engineers. A systemic model of Science learning where conceptual, methodological, epistemological and attitudinal aspects are interrelated is adopted. The proposal is structured around cycles of group activities in the laboratory context, for progressive construction of scientific knowledge. It addresses the content of electrical conduction and the models that describe and explain experimental results. The methodology integrates experimental and theoretical work. The students develop activities in small groups, guided and coordinated by the teacher. Students’ difficulties are faced by adopting a recursive teaching dynamic that allows us to reviewaspects unlearned or incorrectly processed. The results achieved, assessed through group reports and individual tests are satisfactory and they show the fertility of the theoretical learning framework for directing education towards conceptual and skills development, needed in the formation of an engineering student.Este trabajo sintetiza los aportes de investigaciones previas realizadas en un grupo de investigación en enseñanza de las ciencias en carreras científico-tecnológicas, referidas a la resignificación de la formación experimental y el rol del laboratorio en la formación básica de los ingenieros. Tomando como punto de partida un modelo de aprendizaje de las ciencias sistémico donde se interrelacionan aspectos conceptuales, metodológicos, epistemológicos y actitudinales, se presenta una propuesta estructurada en base a ciclos de actividades grupales en el ámbito del laboratorio, que atienden a la progresión en la construcción del conocimiento. Se ilustra la propuesta abordando la temática de la conducción eléctrica y los modelos que describen y explican los resultados experimentales. Siguiendo una metodología de trabajo integradora de aspectos experimentales y teóricos se plantean actividades a desarrollar en grupos pequeños, orientados y coordinados por el docente. Se atiende a las dificultades de los estudiantes, adoptando una dinámica recursiva que permite revisar aspectos no aprendidos o incorrectamente elaborados. Los resultados alcanzados, evaluados a través de informes grupales y evaluaciones integradoras individuales pueden considerarse satisfactorios y muestran la fertilidad del marco teórico para orientar la enseñanza hacia el desarrollo de las competencias necesarias en la formación de un estudiante de ingeniería.Imprensa Universitária - UFSC2014-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p64210.5007/2175-7941.2014v31n3p642Caderno Brasileiro de Ensino de Física; v. 31 n. 3 (2014); 642-6652175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCspahttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p642/27971Pesa, MartaBravo, Silvia del VallePérez, SilviaVillafuerte, Manuelinfo:eu-repo/semantics/openAccess2018-03-16T10:40:51Zoai:periodicos.ufsc.br:article/32026Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-16T10:40:51Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena Las actividades de laboratorio en la formación de ingenieros: propuesta para el aprendizaje de los fenómenos de conducción eléctrica |
title |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
spellingShingle |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena Pesa, Marta |
title_short |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
title_full |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
title_fullStr |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
title_full_unstemmed |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
title_sort |
Laboratory activities in engineering education: a proposal for learning electrical conduction phenomena |
author |
Pesa, Marta |
author_facet |
Pesa, Marta Bravo, Silvia del Valle Pérez, Silvia Villafuerte, Manuel |
author_role |
author |
author2 |
Bravo, Silvia del Valle Pérez, Silvia Villafuerte, Manuel |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pesa, Marta Bravo, Silvia del Valle Pérez, Silvia Villafuerte, Manuel |
description |
This paper summarizes the contributions of a previous educational research in scientific and technological careers. The research field is related to the redefinition of experimental education and the role of the laboratory in the basic Physics education of engineers. A systemic model of Science learning where conceptual, methodological, epistemological and attitudinal aspects are interrelated is adopted. The proposal is structured around cycles of group activities in the laboratory context, for progressive construction of scientific knowledge. It addresses the content of electrical conduction and the models that describe and explain experimental results. The methodology integrates experimental and theoretical work. The students develop activities in small groups, guided and coordinated by the teacher. Students’ difficulties are faced by adopting a recursive teaching dynamic that allows us to reviewaspects unlearned or incorrectly processed. The results achieved, assessed through group reports and individual tests are satisfactory and they show the fertility of the theoretical learning framework for directing education towards conceptual and skills development, needed in the formation of an engineering student. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-05-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p642 10.5007/2175-7941.2014v31n3p642 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p642 |
identifier_str_mv |
10.5007/2175-7941.2014v31n3p642 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2014v31n3p642/27971 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 31 n. 3 (2014); 642-665 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940573330669568 |