The Use of the Physical Laboratory of Computer Networks as a Learning Tool

Autor/inn/en	Pequeno, Jaildo Tavares; Fonseca, Benjamim; Lopes, Joaquim Bernardino Oliveira
Titel	The Use of the Physical Laboratory of Computer Networks as a Learning Tool
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.1036-1049 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pequeno, Jaildo Tavares) ORCID (Fonseca, Benjamim) ORCID (Lopes, Joaquim Bernardino Oliveira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2106825
Schlagwörter	Science Instruction; Laboratories; Computer Networks; Teaching Methods; Educational Technology; Technology Uses in Education; Foreign Countries; College Students; College Faculty; Program Effectiveness; Teacher Role; Brazil + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory; Laboratorium; Computernetz; Computernetze; Kommunikationsnetz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Collegestudent; Fakultät; Lehrerrolle; Brasilien
Abstract	This study contributes to learning improvement in practical classes in Computer Network technology courses, using the Physical Technological Laboratory (PTL) as a tool. Multimodal narration content analysis was used, which aggregates and organises the data collected in the PTL environment. Based on the results, we infer that both the student and the teacher use the physical laboratory as a tool since the detected physical interactions prove its use and reuse. Evidence of causality between teacher epistemic movements and learning in terms of physical interactions, epistemic practices, and student autonomy was also noted. Contributions were: (1) In the context of work in networks PTL, the variety and quality of epistemic practices of students are enhanced if there is autonomous work concomitant with the physical interaction of students with the respective artifacts. (2) Teacher action can better promote epistemic practices, stretching beyond direct action if there is an 'orchestration' of teacher mediation patterns. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01