Laboratório remoto de ciências: um estudo das contribuições para o planejamento de aulas práticas no ensino superior

Abstract

This research aims to identify the contributions that the use of remotely controlled didactic experiments (RCDEs) can offer to the planning of practical classes in higher education. It is well known that laboratory classes at this educational level are mostly based on rigid, closed-ended laboratory protocols, which provide little or no opportunity for students to explore experimental resources. This situation has historically resulted from several factors, such as large class sizes, insufficient instructional time, and teacher education. Thus, the main research question of this study concerns the possibility of overcoming some of these challenges through the use of remote experimentation. In this sense, is this type of resource viable for breaking away from the paradigm of rigid laboratory protocols? To address this question, the research procedures were structured into the following stages: (i) identification of guidelines for planning practical activities with RCDEs based on interviews with instructors who teach or have taught laboratory classes; (ii) design and planning of RCDE-centered activities based on the guidelines obtained in the first stage; (iii) analysis of students’ performance through a quasi-experimental study based on pre-tests and post-tests; and (iv) evaluation of the activity through a student questionnaire. Overall, the results indicate that planning practical activities based on RCDEs can contribute to greater flexibility in laboratory classes, favoring less rigid approaches. Interviews with instructors revealed several potential advantages of this resource, such as flexibility and ease of access, reduction of measurement errors, and pedagogical versatility in activity planning. Data from the quasi-experimental study show indications of maintenance and improvement in student performance after the intervention. Students’ perceptions further reinforce the potential of RCDEs, highlighting the ease of observing the studied phenomenon, the organization of the activity guide, and autonomy in carrying out the activity. It is concluded that RCDEs can serve as a complementary alternative to traditional laboratory experiments, provided that their use is supported by careful planning aligned with learning objectives and students’ characteristics.