Abstract
Remote laboratories can be an essential support for teaching and learning. They offer possibilities that otherwise cannot be implemented in the classroom. The project OnLabEdu (Online Laboratories for School Education) focuses on developing remote labs for school, including the development of appropriate accompanying teaching and learning materials. This paper presents the first design of a learning arrangement for a characteristic curve remote lab. The learning arrangement was designed based on the model of educational reconstruction and therefore, takes the clarification of the scientific content and students’ perspectives into account. The topic is RGB LEDs and the connection of the terms energy, forward voltage, and wavelength of light. Following a design-based research approach, the learning arrangement was evaluated through two probing acceptance interviews with two high school students. The main goal was to identify first hints on learning obstacles, along with elements that support learning within the learning arrangement together with the handling of the remote lab itself. The results showed barriers to conceptual understanding of energy and forward voltage and that students had problems writing down their ideas in appropriate technical language. Furthermore, the students noted room for improvement concerning the interface of the remote lab. Based on these findings, ideas for re-designing the learning arrangement are discussed.
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This project is funded by the Innovation Foundation for Education and is carried out as part of the Innovation Labs for Education program.
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Krumphals, I., Steinmetz, T.B., Kreiter, C., Klinger, T. (2023). The Development of a Learning Arrangement in a Characteristic Curve Remote Laboratory. In: Guralnick, D., Auer, M.E., Poce, A. (eds) Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. TLIC 2023. Lecture Notes in Networks and Systems, vol 767. Springer, Cham. https://doi.org/10.1007/978-3-031-41637-8_25
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