Jorge Trindade

Science learning in virtual environments: a descriptive study

Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer-based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3-D virtual environments need to be explored and evaluated in science education, we have created a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3-D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.

Física no computador: o computador como uma ferramenta no ensino e na aprendizagem das ciências físicas

The difficulties that many pupils show in understanding some physical processes are well known. Among various reasons for failure in Physics learning old or misguided education methods have been pointed out. The need to diversify methods to attack pedagogical failure led to the increasing use of the computer in Physics education. Currently this tool offers various possibilities to help solving problems in Physics education. We present an historical summary of the rise of computers in education. We relate computer applications to advances in learning theories. We review the main computer uses in science education, from simulations to virtual reality, including data acquisition and Internet. Although the balance of the use of the computers in education is clearly positive, many questions remain. In effect, in spite of its recognized potentialities, the computer did not become the magical key of educative success. We discuss some of the standing difficulties. The pedagogical potential of the computer could only be carried through if good educative software would become available and if this would be smoothly connected to syllabus and practice.

Atomic orbitals and their representation: can 3-D computer graphics help conceptual understanding?

Recebido em 12/11/2005; Aceito em 28/4/2005Quantum mechanics is a non-intuitive subject. For example, the concept of orbital seems too difficult to bemastered by students who are starting to study it. Various investigations have been done on student’s difficul-ties in understanding basic quantum mechanics. Nevertheless, there are few attempts at probing how student’sunderstanding is influenced by appropriate visualization techniques, which are known to help conceptual under-standing. “Virtual Water” is a 3-D virtual environment we have designed and built to support the learning ofPhysics and Chemistry at final high school and first-year university levels. It focuses on the microscopic structureof water and explores, among others, atomic and molecular orbitals. Having asked a group of first-year studentsof Sciences and Engineering courses at the University of Coimbra, Portugal, to describe how they conceive elec-trons in atoms we found some common misconceptions. We have tried, with partial success, to overcome them bymaking students explore our virtual environment. The most relevant characteristics of the virtual environmentwhich contributed to student’s conceptual understanding were 3-D perception and navigation.Keywords: quantum mechanics, atomic orbitals, virtual reality, virtual environment, visualization, conceptualunderstanding.A mecˆanica quˆantica ´e uma teoria que escapa `a intui¸c˜ao. O conceito de orbital ´e um bom exemplo disso,sendo normalmente muito dif´icil de ser dominado pelos alunos que o abordam pela primeira vez. Foram j´arealizados v´arios estudos que incidem nas dificuldades que os alunos tˆem na compreens˜ao da mecˆanica quˆanticaao n´ivel introdut´orio. Contudo, poucos trabalhos trataram a influˆencia de t´ecnicas avan¸cadas de visualiza¸c˜ao,geralmente reconhecidas como bastante ´uteis, na compreens˜ao conceptual dos alunos. “Agua Virtual” ´´ eumambiente virtual 3-D que foi desenvolvemos com o prop´osito de apoiar o ensino e a aprendizagem de conceitosde F´isica e de Qu´imica a alunos dos anos terminais do ensino secund´ario e do primeiro ano da universidade. Oprograma centra-se na estrutura microsc´opica da ´agua e explora conceitos relacionados com orbitais at´omicas emoleculares. Utilizando aquele programa com uma amostra de alunos do primeiro ano dos cursos de Ciˆencias ede Engenharia da Universidade de Coimbra, em Portugal, detect´amos algumas concep¸c˜oes err´oneas dos alunossobre os electr˜oes nos ´atomos. Com a ajuda do programa “Agua Virtual” foi poss´´ ivel, com algum sucesso,ultrapassar algumas das dificuldades encontradas. As caracter´isticas mais relevantes do ambiente virtual quecontribu´iram para tal foram a percep¸c˜ao 3-D e a navega¸c˜ao pelo ambiente.Palavras-chave: mecˆanica quˆantica, orbital at´omica, realidade virtual, ambiente virtual, visualiza¸c˜ao, com-preens˜ao conceptual.