Camões - Repositório Institucional da Universidade Autónoma de Lisboa
http://repositorio.ual.pt:80
The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material.Wed, 26 Jul 2017 00:22:52 GMT2017-07-26T00:22:52ZComputers, modelling and meaningful learning in science and mathematics
http://hdl.handle.net/11144/3149
Title: Computers, modelling and meaningful learning in science and mathematics
Authors: Neves, Rui; Teodoro, Vítor
Abstract: Scientific computation is an essential component for the development of knowledge in science and mathematics. However, the balance that exists in research between computation, experimentation and theory is still far from being adequately incorporated in the corresponding high school and undergraduate university curricula. In this article we discuss the theoretical rationale supporting the development of curricula and learning environments that integrate computational modelling, while balancing the different knowledge components of science and mathematics. We discuss the advantages of using Modellus as a central element of such modelling approach and illustrate with an interactive computational modelling activity in physics. We also report the results of the implementation of this approach in several undergraduate university courses.Fri, 01 Jan 2010 00:00:00 GMThttp://hdl.handle.net/11144/31492010-01-01T00:00:00ZComputational modelling in science, technology, engineering and mathematics education
http://hdl.handle.net/11144/3148
Title: Computational modelling in science, technology, engineering and mathematics education
Authors: Neves, Rui; Silva, Jorge; Teodoro, Vítor
Abstract: Modelling is a central aspect of the research process in science, technology, engineering and mathematics (STEM) which occurs in the cognitive contexto of an interactive balance between theory, experiment and computation. The STEM learning processes should then also involve modelling in environments
where there is a balanced interplay between theory, experiment and computation. However, an adequate integration of computational themes in STEM high school and undergraduate university curricula remains to be achieved. In this work, we present an approach to embed computational modelling activities in the STEM learning process which may be fruitfully adopted by high school and university curricula, as well as be a valuable instrument for the professional development of teachers. To illustrate, we consider the example of physics.Fri, 01 Jan 2010 00:00:00 GMThttp://hdl.handle.net/11144/31482010-01-01T00:00:00ZImproving learning in science and mathematics with exploratory and interactive computational modelling
http://hdl.handle.net/11144/3147
Title: Improving learning in science and mathematics with exploratory and interactive computational modelling
Authors: Neves, Rui; Silva, Jorge; Teodoro, Vítor
Abstract: Scientific research involves mathematical modelling in the context of an
interactive balance between theory, experiment and computation. However,
computational methods and tools are still far from being appropriately
integrated in the high school and university curricula in science and
mathematics. In this chapter, we present a new way to develop computational
modelling learning activities in science and mathematics which may be
fruitfully adopted by high school and university curricula. These activities
may also be a valuable instrument for the professional development of teachers.
Focusing on mathematical modelling in the context of physics, we describe a
selection of exploratory and interactive computational modelling activities in
introductory mechanics and discuss their impact on student learning of key
physical and mathematical concepts in mechanics.Sat, 11 Jun 2011 00:00:00 GMThttp://hdl.handle.net/11144/31472011-06-11T00:00:00ZEnhancing science and mathematics education with computational modelling
http://hdl.handle.net/11144/3146
Title: Enhancing science and mathematics education with computational modelling
Authors: Neves, Rui; Teodoro, Vítor
Abstract: The development of knowledge in science and mathematics involves modelling processes where theory, experiment and computation are dynamically interconnected. For education in these fields to be in contact with their rapid progress and closer to the nature of research, it is crucial that both curricula and learning environments from high school to university manifest effectively a balanced interplay between theoretical, experimental and computational elements. We present an approach to improve the integration process of computational modelling in the science and mathematics high school and university curricula while respecting the cognitive balance between theoretical aspects, experimentation and scientific computation. As strategy, we propose the creation of learning activities built around exploratory and expressive computational modelling experiments which are presented in digital documents where the fundamental concepts and problem solving processes are explained using interactive text, images and embedded movies. To design the activities, special emphasis is given to cognitive conflicts in the understanding of scientific and mathematical concepts, to the manipulation of multiple representations of mathematical models and to the interaction between analytical and numerical solutions. We discuss illustrative examples constructed with Modellus which are relevant for the high school and undergraduate university curricula in mathematics and physics.Fri, 01 Jan 2010 00:00:00 GMThttp://hdl.handle.net/11144/31462010-01-01T00:00:00Z