Journal of Environmental Science and Engineering B 6 (2017) 101-113 doi:10.17265/2162-5263/2017.02.005 Proposal of a Learning Management System for Physics Education with the Inclusion of WebLab and Assessment of its Application Gilberto Eiiti Murakami 1, 2 , Daisy Hirata 3 , Marco Aurélio Alvarenga Monteiro 4 , Denise Marques Pinheiro 1, 2 and José Silvério Edmundo Germano 2 1. Engineering School Mauá, Mauá Institute of Technology, São Caetano do Sul 09580-900, Brazil 2. Physics Department, Technological Institute of Aeronautics-ITA, São José dos Campos 12228-900, Brazil 3.Computer Science Division, Technological Institute of Aeronautics, Aerospace Technology and Science Department, São José dos Campos 12228-900, Brazil 4. Physics and Chemistry Department, São Paulo State University, Guaratinguetá 12500-000,Brazil Abstract: The objective of authors’ study was to assess the effect of using the remote Tangent Galvanometer experiment on teaching and learning physics in high-school classes. The idea was to understand how the remote experiment can contribute to understanding scientific concepts of high school students, specifically in physics. Five public high-schools located in the urban area of Guaratinguetá were selected for our pilot test. Only one of the schools has a science laboratory, which is often not used due to the shortage of appropriate material for experiments. However, all five schools have computer labs with internet access. Authors worked with a total of 335 students from five schools. Authors’ pilot test began with theoretical classes, related to the experiment, given by the teachers of each school: Concept of Magnetic Induction Field and the Biot-Savart Law. The classes were followed by a pre-test. After applying the pre-test, the students accessed the experimental activity via Internet remote access in the computer lab. At the end of the experimental activity, the students completed the multiple choice post-tests. All students completed the post-tests. The pre-test and post-test analysis has been used as an assessment method in education and social sciences. Key words: Computer simulation, Cohen, e-learning, pre-test, post-test, remote measurement techniques, Tangent Galvanometer experiment, WebLab. 1. Introduction The ability of a student to realize his or her potential varies according to such things as familiarity with the subject, motivation and way of learning, together with the extent to which these factors are compatible with the teacher’s way of teaching. When the learning-styles of students do not match the teaching-styles of teachers, the students may become frustrated and unfocused. Disappointed might lead them to drop out of school, thereby seeding a vicious circle, as teachers dismayed by plummeting retention Corresponding author: Gilberto Murakami, MSc, main research fields: electromagnetic measurement, computer simulation, remote access lab and WebLab. rates struggle to do the right thing and make matters worse. It is undeniable that the physical education needs hands-on real experiments. However, teachers sometimes cannot perform selected experiments owing to the lack of equipment or long data collection period or even for security reasons [1]. Undoubtedly laboratory-based courses have an important role in science education. Several authors point out to the repercussion real experiments have on a student’s studies. Nancy Nersessian [2] mentions how “hands-on experience is the heart of learning science”. Clough, M. P. [3] discusses laboratory experiments as a tool to “make science come alive” and Magin, D. et al. [4] examines to what extend D DAVID PUBLISHING