Abstract
We know that physics is a difficult subject for many students to understand. From this observation, several studies have been performed to investigate the causes and possible solutions to this problem. Among the numerous existing lines of study, we find investigations on the use of Information and Communication Technologies (ICT). Based on Vygotsky’s theory, we developed a Virtual Environment for Teaching and Learning (VETL) to foster interaction and collaborative participation among students, and between them and the teacher, to solve problems in physics. We seek to present in this paper how teacher mediations should be conducted in this environment in order to foster collaborative interactions and thus facilitate the internalization of scientific concepts by students. We found that students have an expectation as to the participation of the teacher in the environment, and as a consequence the teacher should seek to virtually interact with all groups, even those who have managed to solve the problem by themselves, at least to communicate to the students if they solved it correctly.
Highlights
With the growing development of Information and Communication Technologies (ICT), in particular with the popularization of computers, smartphones and the Internet, the school environment is being challenged to inno-How to cite this paper: de Mello, D
We found that LAFIS favored the collaborative interaction among the students investigated, since 78% of the solutions posted in the chat originated from collaborative interactions among students or between them and the teacher
The registration of a problem in LAFIS is a relatively simple process, the teacher should consider the following pedagogical aspects when proposing a problem in this environment: 1) Evaluate whether the physics concepts related to the problem can be found in the Actual Development Level (ADL) or in the Zone of Proximal Development (ZPD) of the students; 2) Make certain elements available on only one of the laboratories
Summary
With the growing development of Information and Communication Technologies (ICT), in particular with the popularization of computers, smartphones and the Internet, the school environment is being challenged to inno-. The results we obtained during the pilot stage of our research were encouraging This testing of LAFIS was held primarily to identify and correct errors in the presentation and programming of the environment (Mello & Gobara, 2013a). In addition to these corrections, we found that the interaction between students would necessarily happen if the problem was proposed in such a way that its solution depended on the help of a colleague. We suggest the teacher some ways to interact in the classroom, based on the experiences already carried out on this environment in the schools we investigated
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