Teaching physics in the laboratory, and more specifically the use of computers in the physics laboratory, is a question of worldwide concern. In this manuscript we shall try to validate the use of microcomputer-based laboratories (MBL), on both theoretical and empirical grounds, and their contribution to scientific and technological literacy. Furthermore, we propose a simple MBL laboratory dealing with the voltage-current characteristics of several components and some of its technological implications.
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These suggestions embrace the premises of active learning, equity, quality, and diversity found in such national education reform efforts as those reported by the American Association for the Advancement of Science (1993) and the National Research Council (1996) in the United States, Orpwood and Souque (1985) in Canada, the Department of Employment, Education and Training (1989) in Australia, the Secretary of State for Education and Science (1983) in the United Kingdom, Borghi et al. (1991) in Italy, and the Tomorrow 98 Report (1992) in Israel.
- Voltage-current characteristics
ASJC Scopus subject areas
- Engineering (all)