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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.Marques, A.Subject: search.filters.subject.Contextualization

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    21st Century Challenges in Engineering and Technological learning
    (ACM, 2017-10-18) Viegas, C.; Marques, A.; Alves, Gustavo R.
    The success of 21st century engineers1 depends on demanding challenges, involving a large scope of scientific and social competences. College education must help students to develop those competences in collaborative environments and better address these needs. Developing students’ knowledge and skills in contextualized engineering environments, practicing teamwork, leadership, decision-making, experimental work and critical thinking are some of the important aspects addressed in this track.
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    Do Students Really Understand the Difference Between Simulation and Remote Labs?
    (ACM, 2017-10-18) Lima, N.; Viegas, C.; Zannin, M.; Marques, A.; Alves, Gustavo R.; Felgueiras, M. C.; Costa, R.; Fidalgo, A.; Marchisio, S.; Lerro, F.; Merendino, C.; da Silva, J. B.; Pozzo, M. I.; Dobboletta, E.; Gustavsson, I.; Nilsson, K.; García-Peñalvo, F. J.
    Laboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students’ understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students’ perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student’s don´t have a clear idea of these differences, even though sometimes they know their definition. Furthermore, this gap does not seem to differ much with the context (country, course, academic year, course content), students’ final grades, teacher approach or implemented tasks.