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From the results of questions 3 and 4 (Figures
3 and 4), we see that 80% of the students have
already seen an Applet before, in different areas
of knowledge. Differently from the hypothesis
raised, students from public and private schools
have already seen computational simulation
before. The percentage means that the group of
students has, in its majority, previous experiences
with simulations, and their opinion about it is more
accurate and structured.
From the graphic 5 (Figure 5) it's possible
to see that the interactive simulation had bigger
acceptance. Analyzing the answers for questions
6 and 7 (Figures 6 and 7), we can conclude that
interactive is the main differential between the
simulations. From the open commentaries, we
could realize that the critics referring the improve-
ment on the contents of the interactive simulation
were due to conceptual errors identified by the
students. For example, one critic was that they
were able to choose a gas for the electrode. In
the simulation, there is this possibility, but no
variables appear when you choose a gas. Still, for
the students, the best choice is that a gas could
not be chosen for an electrode.
Figure 5. Regarding the application of the compu-
tational simulations that was made today, which
one you thought was the most interesting?
Figure 3. Have you ever used a computational
simulation related to your school contents?
Figure 6. What could be better in the expositive
simulation?
Figure 4. In what discipline?
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