Teacher Mediation in a Collaborative Learning Laboratory of Physics, a Virtual Environment for Teaching and Learning
Affiliation(s)
1 Technological Axis of Information and Communication, Federal Institute of Mato Grosso do Sul, Aquidauana, Brazil. 2 Graduate Program in Education, Federal University of Mato Grosso do Sul, Campo Grande, Brazil. 3 Institute of Physics, Federal University of Mato Grosso do Sul, Campo Grande, Brazil.
1 Technological Axis of Information and Communication, Federal Institute of Mato Grosso do Sul, Aquidauana, Brazil. 2 Graduate Program in Education, Federal University of Mato Grosso do Sul, Campo Grande, Brazil. 3 Institute of Physics, Federal University of Mato Grosso do Sul, Campo Grande, Brazil.
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.
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.
KEYWORDS
Mediation, Virtual Environment for Teaching and Learning, Collaboration, Interaction, Zone of Proximal Development, Actual Development Level, Collaborative Learning Laboratory of Physics
Mediation, Virtual Environment for Teaching and Learning, Collaboration, Interaction, Zone of Proximal Development, Actual Development Level, Collaborative Learning Laboratory of Physics
Cite this paper
de Mello, D. , Gobara, S. (2014) Teacher Mediation in a Collaborative Learning Laboratory of Physics, a Virtual Environment for Teaching and Learning. Creative Education, 5, 1812-1820. doi: 10.4236/ce.2014.520202.
de Mello, D. , Gobara, S. (2014) Teacher Mediation in a Collaborative Learning Laboratory of Physics, a Virtual Environment for Teaching and Learning. Creative Education, 5, 1812-1820. doi: 10.4236/ce.2014.520202.
References
[1] Gasparin, J. L. (2009). Uma Didática para a Pedagogia Histórico-Crítica (5th ed.). Campinas, SP: Autores Associados. [2] Mello, D. A. A., & Gobara, S. T. (2013a). LAFIS: Um Laboratório Virtual de Aprendizagem Colaborativa de Física. IX Encontro Nacional de Pesquisa em Educação em Ciências. SP: Águas de Lindóia.
http://www.adaltech.com.br/sigeventos/abrapec2013/inscricao/resumos/0001/R0240-1.PDF [3] Mello, D. A. A., & Gobara, S. T. (2013b). Analysis of Interactions in a Virtual Learning Environment Based in Vygotsky’s Theory. Creative Education, 4, 54-60.
http://dx.doi.org/10.4236/ce.2013.410A009 [4] Mello, D. A. A., & Gobara, S. T. (2014). LAFIS, um Ambiente Virtual de Aprendizagem Colaborativa de Física Embasado na Teoria de Vygotsky. Revista Tecnologia Educacional, 205, 16-30.
http://www.abt-br.org.br/images/rte/205.pdf [5] Nardin, A. C., Fruet, F. S. O., & Bastos, F. P. (2009). Potencialidades tecnológicas e educacionais em ambiente virtual de ensino-aprendizagem livre. Novas Tecnologias na Educação, 7, 1-10. [6] PhET (2014). Interactive Simulations.
http://phet.colorado.edu [7] Roschelle, J., & Teasley, S. D. (1996). The Construction of Shared Knowledge in Collaborative Problem Solving. In C. E. O’Malley (Ed.), Computer Supported Collaborative Learning (pp. 69-97). Heidelberg: Springer-Verlag. [8] Silva, A. F. (2009). RoboEduc: Uma metodologia de aprendizado com Robótica Educacional. Ph.D. Thesis, Natal: Universidade Federal do Rio Grande do Norte. [9] Silva, E. W. F. M., & Gobara, S. T. (2007). LEDVI, Ambiente virtual interativo mediado a distancia. Revista Novas Tecnologias na Educação, 5, 1-8. [10] Vigotskii, L. S. (2010). Aprendizagem e Desenvolvimento Intelectual na Idade Escolar. In L. S. Vigotskii, A. R. Luria, & A. N. Leontiev (Eds.), Linguagem, Desenvolvimento e Aprendizagem (pp. 103-117). São Paulo: Ícone Editora. [11] Vygotsky, L. S. (2007). A formação social da mente (7th ed.). São Paulo: Martins Fontes. [12] Vygotsky, L. S. (2008). Pensamento e Linguagem (4th ed.). São Paulo: Martins Fontes.
[1] Gasparin, J. L. (2009). Uma Didática para a Pedagogia Histórico-Crítica (5th ed.). Campinas, SP: Autores Associados. [2] Mello, D. A. A., & Gobara, S. T. (2013a). LAFIS: Um Laboratório Virtual de Aprendizagem Colaborativa de Física. IX Encontro Nacional de Pesquisa em Educação em Ciências. SP: Águas de Lindóia.
http://www.adaltech.com.br/sigeventos/abrapec2013/inscricao/resumos/0001/R0240-1.PDF [3] Mello, D. A. A., & Gobara, S. T. (2013b). Analysis of Interactions in a Virtual Learning Environment Based in Vygotsky’s Theory. Creative Education, 4, 54-60.
http://dx.doi.org/10.4236/ce.2013.410A009 [4] Mello, D. A. A., & Gobara, S. T. (2014). LAFIS, um Ambiente Virtual de Aprendizagem Colaborativa de Física Embasado na Teoria de Vygotsky. Revista Tecnologia Educacional, 205, 16-30.
http://www.abt-br.org.br/images/rte/205.pdf [5] Nardin, A. C., Fruet, F. S. O., & Bastos, F. P. (2009). Potencialidades tecnológicas e educacionais em ambiente virtual de ensino-aprendizagem livre. Novas Tecnologias na Educação, 7, 1-10. [6] PhET (2014). Interactive Simulations.
http://phet.colorado.edu [7] Roschelle, J., & Teasley, S. D. (1996). The Construction of Shared Knowledge in Collaborative Problem Solving. In C. E. O’Malley (Ed.), Computer Supported Collaborative Learning (pp. 69-97). Heidelberg: Springer-Verlag. [8] Silva, A. F. (2009). RoboEduc: Uma metodologia de aprendizado com Robótica Educacional. Ph.D. Thesis, Natal: Universidade Federal do Rio Grande do Norte. [9] Silva, E. W. F. M., & Gobara, S. T. (2007). LEDVI, Ambiente virtual interativo mediado a distancia. Revista Novas Tecnologias na Educação, 5, 1-8. [10] Vigotskii, L. S. (2010). Aprendizagem e Desenvolvimento Intelectual na Idade Escolar. In L. S. Vigotskii, A. R. Luria, & A. N. Leontiev (Eds.), Linguagem, Desenvolvimento e Aprendizagem (pp. 103-117). São Paulo: Ícone Editora. [11] Vygotsky, L. S. (2007). A formação social da mente (7th ed.). São Paulo: Martins Fontes. [12] Vygotsky, L. S. (2008). Pensamento e Linguagem (4th ed.). São Paulo: Martins Fontes.