Guidelines for Best Practices in Educational Use of Virtual Instrumentation Presentation created by Adina Glava Babeş – Bolyai University of Cluj-Napoca, Romania

Objectives for the creation of Best Practices Guidelines To present the Science curriculum in partnership countries in terms of:  specific objectives and content requirements  trends in Science Teaching and Learning To offer proofs for the educational use of virtual instrumentation by referring to:  partnership understanding on what the effective learning represents in Science education  socio-constructivist principles of learning To present the educational software explored within the project in terms of:  basic possibilities  types of learning they support  educational value and limits  examples and useful reading references To synthesize teachers’ and students’ opinions regarding the use of Virtual Instrumentation tools in the classroom

Table of Contents Chapter I 1. Country requirements, traditions and issues in use of ICT for Science teaching and learning 1.1. Science Curriculum Requirements for secondary education The guide includes a detailed presentation of curriculum requirements in the partnership countries ( Romania, Spain, Poland, Greece and Finland ) for Physics, Chemistry and Mathematics in secondary schools. Some conclusions are extracted regarding the types of competences targeted, types of contents and their organization, types of values and attitudes promoted:  Science curriculum is focused on: - systemic acquisition of knowledge - training of the research competences - development of a critical attitude towards the effects of science on the technological and social development and of the interest for the environmental protection - values such as respect for truth and diversity, respect for individual needs and nature, curiosity and initiative, openness for the opinions of others and disposition to modify own perspectives in the light of new facts. - exploration of transversal concepts such as: motion and force, energy and electricity, heat, substances around us, natural structures

1.2.Trends in European Science Teaching and Learning Learning is regarded as an individual and common process of building knowledge and skills Learning is situational and opens new possibilities for participating in social activity Learning is focused on competences: ability to sustain abstract reasoning; the development of systems-based thinking, as opposed to a partial and fragmented understanding of phenomena; creativity, curiosity, the ability to think of multiple alternatives to solve a given scientific problem; in other words, the development of diverging thinking. The curricula is focused on the ability to work in teams, the willingness to seek and accept criticism, and the development of critical thinking. Teaching focus on evaluating the reliability and importance of knowledge Methodology supports active learning: problem based learning (mentioned by all countries), project based learning (3 countries), cooperative learning (2 countries), integration of special needs and individual learning habits (2 countries), extending the learning environment towards social factors such as museums, laboratories, medical centers (mentioned by Spain) Tools that foster active participation: computers, media technology, data networks, interactive board

Chapter II Social and Constructivist Learning Theories in the context of educational use of Virtual Instrumentation 2.1. What is Science Effective Teaching and Learning Effective Science teaching and learning is centered on: 3 types of acquisitions:  Knowledge acquisition  Procedures and abilities  Metacomponents Creation of an effective Science culture: disposition of individuals to interpret natural events, phenomena and processes as part of a constantly changing Nature and to orient their constant interaction with the environment. Science teaching and learning includes the understanding of the overall set of equipments and procedures, both technical and technological, of everyday domestic, social and professional life Evaluation in Science learning must include concept maps, essays, portfolios, verbal reports, and other methods that recognize, reward, and encourage meaningful learning

2.2. Socio-constructivist Principles and Effective learning  Learners bring unique prior knowledge, experience, and beliefs to a learning situation  Learning is internally controlled and mediated  Knowledge is constructed in multiple ways, through a variety of tools, resources, experiences, and contexts This chapter offers reflections shared by the partnership regarding:  The Importance of a Student’s Actions in His/Her Learning by using VIs.  The Importance of Reflection in the Learning of the Individual and the Role of the Feedback Provided by VIs  The Role of Tools in Student Intellectual Development and the Tools Provided by tested virtual instruments.

Chapter III 3. VI Existing Options and VI selection criteria. Lessons learned in VccSSe project The role of educational software in building effective learning environments is discussed in section 3.1. The following sections thoroughly analyzes specific aspect of effective use of VI in Science teaching Criteria for selection of effective VI  usability  collaboration  active learning  expression of students’ knowledge  holistic approaches to learning  interesting activities  promoting pupils'’ reflection  providing appropriate feedback  designing of various activities  concept / content teaching 3.3. Criteria for effective design of lesson plans using VI 3.4. Criteria for effective development of learning activities using VI

Chapter IV Cabri Geometry II, Crocodile Physics, Crocodile Chemistry, Labview, GeoGebra software are analysed in the following terms: Educational Value and Limits of the software Basic Possibilities in Educational Use of the software Possible Teaching and Learning Activities and Applications based on the software Bibliography for teachers

Chapter V Comparative reflections regarding the educational use of different VI instruments 5.1. Teachers’ voices in VI based Science Teaching and Learning Strong points Weak points Opportunities Risks Most of the 363 of the questioned teachers declared that lessons that include VIs were successful or rather successful and that they would decide to use again such educational applications, provided that they will have better and constant access to computers and would be able to involve students more in the creation and modulation of virtual learning spaces and experiments.

Chapter V 5.2. Students’ voices about VI based Science Teaching and Learning Strong points Weak points Opportunities Risks Factors that motivate students to involve in using VIs in their classroom  interaction with this computer environment focuses the students on the main points of the learning concepts and helps them to clarify the relations among the concepts included in this environment  the standardization of relations among the concepts required in the formation of a computer learning environment catalytically affects the development of student strategies.  the computer environment gives students the chance to shape relations between formal and informal science contents and to make generalizations through specific cases.  the computer environment can play a "scaffolding" role and support the development of learning activity.