Abstract
Teaching/learning of university introductory physics is a specific context for testing computers’ roles in interfacing individual thinking to disciplines’ formalized structures. An experiment is in progress at Naples University. We outline features and problems of an open environment approach to computer-supported, laboratory-based activities. Three modes of teaching/learning articulate the activities: qualitative approach to formalization; quantitative study of simple situations; quantitative approximate approach to complex situations. We suggest that well planned computer use and substantial requalification of the teaching effort can extensively and qualitatively improve the average level of understanding.
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Balzano, E., Guidoni, P., Moretti, M., Sassi, E., Sgueglia, G. (1992). Introductory University Courses and Open Environment Approaches: the Computer as a Multi-Role Mediator in Teaching/Learning Physics. In: Tiberghien, A., Mandl, H. (eds) Intelligent Learning Environments and Knowledge Acquisition in Physics. NATO ASI Series, vol 86. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-84784-4_2
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DOI: https://doi.org/10.1007/978-3-642-84784-4_2
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