The objective of authors＇ study was to assess the effect of using the remote Tangent Galvanometer experiment on teaching and leaming physics in high-school classes. The idea was to understand how the remote experimen...The objective of authors＇ study was to assess the effect of using the remote Tangent Galvanometer experiment on teaching and leaming physics in high-school classes. The idea was to understand how the remote experiment can contribute to understanding scientific concepts of high school students, specifically in physics. Five public high-schools located in the urban area of Guaratingueta were selected for our pilot test. Only one of the schools has a science laboratory, which is often not used due to the shortage of appropriate material for experiments. However, all five schools have computer labs with internet access. Authors worked with a total of 335 students from five schools. Authors＇ pilot test began with theoretical classes, related to the experiment, given by the teachers of each school： Concept of Magnetic Induction Field and the Biot-Savart Law. The classes were followed by a pre-test. After applying the pre-test, the students accessed the experimental activity via Interact remote access in the computer lab. At the end of the experimental activity, the students completed the multiple choice post-tests. All students completed the post-tests. The pre-test and post-test analysis has been used as an assessment method in education and social sciences.展开更多
文摘The objective of authors＇ study was to assess the effect of using the remote Tangent Galvanometer experiment on teaching and leaming physics in high-school classes. The idea was to understand how the remote experiment can contribute to understanding scientific concepts of high school students, specifically in physics. Five public high-schools located in the urban area of Guaratingueta were selected for our pilot test. Only one of the schools has a science laboratory, which is often not used due to the shortage of appropriate material for experiments. However, all five schools have computer labs with internet access. Authors worked with a total of 335 students from five schools. Authors＇ pilot test began with theoretical classes, related to the experiment, given by the teachers of each school： Concept of Magnetic Induction Field and the Biot-Savart Law. The classes were followed by a pre-test. After applying the pre-test, the students accessed the experimental activity via Interact remote access in the computer lab. At the end of the experimental activity, the students completed the multiple choice post-tests. All students completed the post-tests. The pre-test and post-test analysis has been used as an assessment method in education and social sciences.
