The use of the physical laboratory of computer networks as a learning tool

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.

KEYWORDS:

• Physical laboratory
• tool
• epistemic practice
• epistemic movement
• multimodal narration

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jaildo Tavares Pequeno

J. Pequeno is PhD candidate in Science and Technology Didactics, specialization in Informatics Didactics, at the University of Trás-os-Montes e Alto Douro, Vila Real, Portugal; Master in Biomedical Engineering from the Federal University of Paraíba; Specialist in Mathematics Teaching by the Federal University of Paraíba; Specialist in Information Security from the Federal University of Paraíba, Brazil. He is an effective Professor at the Academic Unit of Informatics at the Federal Institute of Education and Technology of Paraíba, João Pessoa, Brazil. Areas of research interest: Informatics Didactics, Activity Theory, Learning Models, Human-Machine Interface, Computational Thinking. ([email protected]).

Benjamim Fonseca

Benjamim Fonseca is an Associate Professor with Habilitation at the University of Trás-os-Montes and Alto Douro (UTAD) and researcher at INESC TEC, in Portugal. His main research and development interests are collaborative systems, mobile accessibility and immersive systems. He authored or co-authored over a hundred publications in these fields, in several international journals, books and conference proceedings, and participates in the review and organization of various scientific publications and events. He is also co-founder and CEO of 4ALL Software, UTAD’s spin-off that works in the development of innovative software, implementing complex digital platforms and interactive solutions. ([email protected]).

Joaquim Bernardino Oliveira Lopes

J. B. Lopes hold a PhD and Aggregation in Physics Education. Associate Professor of UTAD (Universidade de Trás-os-Montes e Alto Douro). Researcher of Research Centre CIDTFF – Research Centre ‘Didactics and Technology in Education of Trainers' and coordinator of a research lab of this centre. Former President of Scientific Council, Pedagogical Council and Head of Department at UTAD. Currently is Director of doctoral program: ‘Science and Technology Education Research’ at UTAD. Invited Editor of scientific journals and referee in JCR journals. Consultant in a professional development centre. Author/editor of books (international edition) and papers in international scientific journals with peer review 11 books (3 in international editions); 10 books edited (5 in international editions); 41 chapters in books (26 in international editions); 47 papers in international scientific journals with peer review (21 of them Scopus or JCR indexed and 7 WOS); 5 papers in national scientific journals with peer review; and 87 papers in international conference proceedings (7 of them ISI os Scopus). He is Editor/Director of the APEduC Journal – Research and Practices in Science Education, Mathematics, and Technology (ISSN: 2184-7436). Present research interest are in Sciences and Technological Education (STEM) Research, in particular: teaching’s practices and teacher mediation of the student learning, teacher education and professional development, students’ epistemic practices; artefacts as epistemic tools to enhance STEM learning, and articulation between arts and STEM in education contexts ([email protected]).