Abstract
Different cases of physics instructor’s implementations of Microcomputer Based Laboratory (MBL) in physics teaching have been studied. When implemented as a technological tool only poor learning results were observed while when MBL were used as both a technological and cognitive tool good learning results were observed. New technology thus does not necessarily lead to better learning. When developing and implementing computer aided learning we must focus as much on the cognitive aspects as on the technological aspects. Also we must focus on instructor’s conceptions of teaching and learning since this affects their understanding of curricular reforms and lead to transformations of original developers educational intentions.
Supported in part by the Swedish National Agency for Higher Education, Council for Renewal of Higher Education. Part of this work was done while the author was employed at Högskolan Dalarna.
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Bernhard, J. (2003). Physics Learning and Microcomputer Based Laboratory (MBL) Learning Effects of Using MBL as a Technological and as a Cognitive Tool. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_34
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DOI: https://doi.org/10.1007/978-94-017-0165-5_34
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