Development and implications of technology in reform-based physics laboratories

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Title:	Development and implications of technology in reform-based physics laboratories
Authors:	吳穎沺;Chen, Sufen;Lo, Hao-Chang;Lin, Jing-Wen;Liang, Jyh-Chong;Chang, Hsin-Yi;Hwang, Fu-Kwun;Chiou, Guo-Li;Wu, Ying-Tien;Lee, Silvia Wen-Yu;Wu, Hsin-Kai;Wang, Chia-Yu;Tsai, Chin-Chung
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Active Learning;Affective Objectives;Classroom Environment;Cognitive Processes;College Faculty;College Science;Computer Simulation;Computers;Cooperative Learning;Curriculum Design;Educational Change;Educational Objectives;Educational Research;Educational Technology;Elementary Education;Elementary Schools;Elementary Secondary Education;Influence of Technology;Inquiry;Inquiry method;Instructional Effectiveness;Introductory Courses;Laboratories;Laboratory Experiments;Laboratory Manuals;Learner Engagement;Learning;Peer Relationship;Physics;Researchers;Science Activities;Science education;Science Instruction;Science Teachers;Scientific Research;Simulated Environment;Teacher Student Relationship;Technology assessment;Technology Uses in Education;Undergraduate Students
Date:	2012-10-16
Issue Date:	2026-04-23 14:07:11 (UTC+8)
Publisher:	College Park: American Physical Society (APS)
Abstract:	摘要： Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused. (Contains 2 tables.) 出版者： College Park: American Physical Society (APS) 出版日期： 2012-10-16 出處： Physical Review Special Topics - Physics Education Research, 2012-10, Vol.8 (2), p.020113, Article 020113 資源來源： Education Resources Information Center (ERIC) 版權： 2012. This work is licensed under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1554-9178 識別號： EISSN: 1554-9178 識別號： EISSN: 2469-9896 識別號： DOI: 10.1103/physrevstper.8.020113
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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