Enviar artigo via e-mail Laboratório Virtual de Atividades Didáticas - LabVad
Resumo
Resumo: Em um mundo onde a economia mundial está cada vez mais globalizada, competitiva e informatizada, as escolas públicas e privadas enfrentam dificuldades no ensino das ciências naturais em grande parte por falta de laboratórios experimentais adequados onde os alunos possam testar suas teorias. Nesse contexto, este artigo apresenta o Laboratório Virtual de Atividades Didáticas – LabVad, um Laboratório que oferecerá, através da internet, experimentos controlados e monitorados remotamente, juntamente com um proposta pedagógica inovadora que é centrada no professor, além de uma descrição da montagem das experiências pilotos bem como opções tecnológicas tomadas pela equipe de criação.
Abstract: In a world where the worldwide economy is more and more globalized, competitive and computerized, the public and private schools face difficulties in the teaching of the natural sciences on experimental basis, where pupils could test scientific theories against their own intuitive conceptions. Aiming to overcome such difficulties, this article presents a Teaching-Learning Physics Virtual Laboratory Project (LabVad) remotely accessed by teachers and pupils through the Internet, where they can autonomous and collaboratively control experiments, together with a pedagogic innovatory proposal centered in the teacher which considers situated knowledge as a starting point, instead of the scientific body of knowledge. The state of art, main decisions e preliminary achievements are discussed.
Abstract: In a world where the worldwide economy is more and more globalized, competitive and computerized, the public and private schools face difficulties in the teaching of the natural sciences on experimental basis, where pupils could test scientific theories against their own intuitive conceptions. Aiming to overcome such difficulties, this article presents a Teaching-Learning Physics Virtual Laboratory Project (LabVad) remotely accessed by teachers and pupils through the Internet, where they can autonomous and collaboratively control experiments, together with a pedagogic innovatory proposal centered in the teacher which considers situated knowledge as a starting point, instead of the scientific body of knowledge. The state of art, main decisions e preliminary achievements are discussed.
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PDFDOI: https://doi.org/10.5753/cbie.wie.2009.1723-1732