The new technologies and in particular those of information and communication are tools and methods in physics education, to have experience in specific areas and proper physics methods. A computer equipped with sensors and appropriate software constitutes a powerful acquisition system for the didactic lab of good efficiency, reliability, and accuracy, which allows immediate data visualization, and integrates different measuring instruments, software, and hardware. This allows students not only to make good measurements in the laboratory, but also to experiment with methodologies typical of physics and modern research laboratories, such as in-person and remote measurement activities, computerized data analysis, and modeling. These opportunities are amplified nowadays by the possibility of using smartphones as measuring instruments thanks to free apps that make use of the sensors with which they are equipped. New possibilities for active teaching, both in-presence and distance learning, have opened up by new technologies for physics education and, in particular, for student learning. Some of the main ones are discussed in the present contribution for experimental, modeling, simulation, and active student involvement activities.
Research-Based Contribution on ICT as Learning Challenges in Physics Education
Michelini M.;Stefanel A.
2023-01-01
Abstract
The new technologies and in particular those of information and communication are tools and methods in physics education, to have experience in specific areas and proper physics methods. A computer equipped with sensors and appropriate software constitutes a powerful acquisition system for the didactic lab of good efficiency, reliability, and accuracy, which allows immediate data visualization, and integrates different measuring instruments, software, and hardware. This allows students not only to make good measurements in the laboratory, but also to experiment with methodologies typical of physics and modern research laboratories, such as in-person and remote measurement activities, computerized data analysis, and modeling. These opportunities are amplified nowadays by the possibility of using smartphones as measuring instruments thanks to free apps that make use of the sensors with which they are equipped. New possibilities for active teaching, both in-presence and distance learning, have opened up by new technologies for physics education and, in particular, for student learning. Some of the main ones are discussed in the present contribution for experimental, modeling, simulation, and active student involvement activities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
