Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
DE
EN
Books
Journals
Events
Topic Page
Marketing
Log in
Learn more about individual access
Request company access
Electric Powertrains and Energy Systems 2025 | 26 + 27 March 2025

19th International MTZ Congress on Future Powertrains

Take this opportunity to attend the conference. Experts from the automotive industry, energy providers, and grid operators will meet up with representatives from politics and science to discuss important topics for this sector.
EXTENDED SEARCH
Log in
Top
Technology, Knowledge and Learning
Published in:

19-04-2021 | Original research

Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching

Authors: Mónica Eliana Cardona Zapata, Sonia López Ríos

Published in: Technology, Knowledge and Learning | Issue 3/2022

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

Experimental activity in the physics teaching can be considered as a space in which teachers create contexts for students to approach the way scientific knowledge is constructed. In this sense, the strategies for the integration of Information and Communication Technologies (ICT) in the context of science education, has a wide potential to guide experimental activity to teachers in training. Among the tools offered by ICT, Data Acquisition Systems (DAS) favor to transform the image that students have, in terms of the technical-instrumental character of this science. This paper describes the potentialities of a heuristic V diagram designed as a theoretical-methodological tool that allows to increase the potential of DAS in the physics teaching; as well as the adaptation of the Learning Model in the Physics Laboratory Works (MATLaF), is proposed with the intention of recognizing the cognitive activities that students put into play to solve experimental situations in physics.
previous article A Pragmatic Approach for Evaluating and Accrediting Digital Competence of Digital Profiles: A Case Study of Entrepreneurs and Remote Workers
next article Blended Learning Acceptance: A Systematic Review of Information Systems Models

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now
Literature
Andrés, M. M., & Pesa, M. (2004). Conceptos-en-acción y teoremas-en-acción en un trabajo de laboratorio de física [Concepts-in-action and theorems-in-action in a physics laboratory work]. Revista Brasileira de Pesquisa em Educação em Ciências, 4(1), 59–75
Andrés, M. M., Pesa, M., & Meneses, J. (2006). La actividad experimental en Física: Visión de estudiantes universitarios [Experimental activity in Physics: Vision of university students]. Paradigma, 17(1), 349–363
Antúnez, G., Pérez, S., & Petrucci, D. (2008). Concepciones de los docentes universitarios sobre los trabajos prácticos de laboratorio [Conceptions of university professors about practical laboratory work]. Revista Brasileira de Pesquisa em Educação em Ciências, 8(1), 1–17.
Araujo, I., Veit, E., & Moreira, M. (2007). Um estudo exploratôrio sobre as potencialidades do diagrama AVM na aprendizajem significativa de tópicos de Física [An exploratory study on the potentialities of the AVM diagram in the significant learning of physics topics]. Indivisa: Boletín de Estudios e Investigación, 8, 503–514
Araujo, I., Veit, E., & Moreira, M. (2012). Modelos computacionais no ensino-aprendizagem de física: um referencial de trabalho [Computational models in the teaching-learning of physics: a referencial work]. Investigações em Ensino de Ciências, 17(2), 341–366
Ayala, M. (2006). Los análisis histórico-críticos y la recontextualización de saberes científicos. Construyendo un nuevo espacio de posibilidades [Historical-critical analysis and the recontextualization of scientific knowledge. Building a new space of possibilities]. Pro-Posições, 17(1), 19–37
Capuano, V. (2011). El Uso de las TIC en la Enseñanza de las Ciencias Naturales [The use of ICTs in natural sciences teaching]. Virtualidad Educación y Ciencia, 2(2), 79–88
Cardona, M. E., & López, S. (2017). A literature review about data acquisition system in physics education in middle and high school levels, and in teacher training. Revista Brasileira de Ensino de Física, 39(4), e44041–e440411CrossRef
Cortés, A., & De la Gándara, M. (2007). La construcción de problemas en el laboratorio durante la formación del profesorado: una experiencia didáctica [The construction of problems in the laboratory during teacher training: A didactic experience]. Enseñanza de las Ciencias, 25(3), 435–450
Covaleda, R., Moreira, M., & Caballero, M. (2005). Los significados de los conceptos de sistema y equilibrio en el aprendizaje de la mecánica. Estudio exploratorio con estudiantes universitarios [The meanings of the concepts of system and balance in the learning of mechanics. Exploratory study with university students.]. Revista electrônica de enseñanza de las ciencias, 4(1), 1–27
da Silva, F., & Kalhil, J. (2015). Tecnologias digitais computadorizadas contribuem com o ensino de Física? [Digital computer technologies contribute to the teaching of physics?]. Latin-American Journal of Physics Education, 9(1), 1501-1-1501–17
de Macêdo, J., Pedroso, L., Voelzke, M., & de Araújo, M. (2014). Levantamento das abordagens e tendências dos trabalhos sobre as Tecnologias de Informação e Comunicação [Survey of the approaches and tendencies of the works on the information and communication technologies]. XIX Simpósio Nacional de Ensino de Física En Caderno Brasileiro de Ensino de Física, 31(1), 167–197CrossRef
Grisolía, M. (2009). Incorporando Tecnologías de la Información y la Comunicación en un curso de Física General [Incorporating information and communication technologies in a general physics course]. Latin-American Journal of Physics Education, 3(2), 439–445
Haag, R., Araujo, I., & Veit, E. (2005). Por que e como introduzir a aquisição automática de dados no laboratório didático de física? [Why and how to introduce automatic data acquisition in the physics teaching laboratory?]. Física na Escola, 6(1), 69–74
Hodson, D. (1985). Philosophy of science, science and science education. Studies in science education, 12(1), 25–57CrossRef
Hodson, D. (1994). Redefining and reorienting practical work in school science. In R. Levinson (Ed.), Teaching science (pp. 159–163). The Open University.
Martins, J., & Vianna, A. (2011). Teaching general concepts about sensors and transfer functions with a voltage divider. Latinoamerican Journal of Physics Education, 5(4), 656–666
Medina, J. & Tarazona, M. (2011). El papel del experimento en la construcción del conocimiento físico, el caso de la construcción del potencial eléctrico como magnitud física. Elementos para propuestas en la formación inicial y continuada de profesores de física [The role of the experiment in the construction of physical knowledge, the case of the construction of the electric potential as a physical quantity. Elements for proposals in the initial and continuing training of physics teachers]. (Master’s thesis) University of Antioquia, Colombia (2011).
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en matemáticas [Basic competency standards in mathematics]. Bogotá.
Moreira, M. (2002). La teoría de los campos conceptuales de Vergnaud, la enseñanza de las ciencias y la investigación en el área [The theory of the conceptual fields of Vergnaud, the teaching of science and research in the area.]. Investigaciones en Enseñanza de las Ciencias, 7(1), 1–28
Pérez, J., & Segura, A. (2010). Discusión acerca de la utilidad e importancia de los laboratorios de física en la enseñanza actual [Discussion about the usefulness and importance of physics laboratories in current education]. Góndola, Enseñanza y Aprendizaje de las Ciencias, 5(1), 43–47
Pontes, A. (2005). Aplicaciones de las tecnologías de la información y de la comunicación en la educación científica. Segunda parte: aspectos metodológicos [Applications of information technology and communication in science education. Second part: Methodological aspects]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2(3), 330–343CrossRef
Pontes, A., Gavilán, J., Obrero, M., & Flores, A. (2006). Diseño y aplicación educativa de un programa de simulación para el aprendizaje de técnicas experimentales con sistemas de adquisición de datos [Design and educational application of a simulation program for the learning of experimental techniques with data acquisition systems]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 3(2), 251–267CrossRef
Ribeiro, J., & da Silva, M. (2013). Uma investigação da influência da reconceitualização das atividades experimentais demonstrativas no ensino da óptica no ensino médio [An investigation of the influence of reconceptualization of demonstrative experimental activities of optics in high school]. Investigações em Ensino de Ciências, 18(2), 239–262
Romero, A., Aguilar, Y., Medina, J. & Tarazona, M. (2011). La experimentación y el desarrollo del pensamiento físico: un análisis histórico y epistemológico con fines didácticos [The experimentation and the development of the physical thought: a historical and epistemological analysis with didactic aims]. Medellin: University of Antioquia.
Vergnaud, G. (1990). La teoría de los campos conceptuales [The theory of conceptual fields]. Recherches en didactique des mathématiques, 10(2), 3
Metadata
Title
Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching
Authors
Mónica Eliana Cardona Zapata
Sonia López Ríos
Publication date
19-04-2021
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 3/2022
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-021-09517-2

Other articles of this Issue 3/2022

Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions

  • Original research

Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students

  • Open Access
  • Original research

Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion

  • Original research

Malleability of Spatial Reasoning With Short-Term and Long-Term Robotics Interventions

  • Original research

How Does Digital Competence Training Affect Teachers' Professional Development and Activities?

  • Original research

A Pragmatic Approach for Evaluating and Accrediting Digital Competence of Digital Profiles: A Case Study of Entrepreneurs and Remote Workers

  • Original research

Premium Partners

    Image Credits