A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication

Abstract

<p><span>Comprehensive monitoring in virtual laboratory learning needs a task model. This model was design based on inquiry skills, social and scientific communication of prospective physics teachers. The development of these three skills is still a problem in recent research on virtual laboratory learning. This research was research and development (RD) using a preliminary study (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). Respondents were 54 prospective physics teachers and five physics lecturers from several universities in Indonesia. The analysis was done by descriptive qualitative, and quantitative. There are two essential parts of the task model. The first part consists of six inquiry steps, which describe the interactions between students with their virtual experiments. The second part consists of three inquiry steps that analyze how students communicate their virtual experiments through verbal, picture, and diagrammatic representations. Based on these findings, the task model's design is essential to develop inquiry skills, social and scientific communication for prospective physics teachers. The researcher can use this task model in the next step of RD.</span></p>

Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

“…In designing a remote learning strategy, this laboratory uses a lab interface and visualization to make the learning experience more realistic. Several studies show that when learning uses distance or virtual laboratories, students tend not to always believe the data obtained [35], [39], [40]. The use of interfaces and visualization with a web camera is intended to make students feel like they are in a realistic work space by carrying out actual experimental steps.…”

“…Guidance is used in the remote laboratory environment to promote students' self-regulated learning. In our previous research [35] there were two essential parts in learning with virtual or remote environment to support self-regulated learning by students. First part is about student interaction with environment (remote laboratory).…”

7th Virtual International Conference on Education, Innovation and ICT

“…Fatmaryanti, S.D., Pratiwi, U., Akhdinirwanto, R.W., Sulisworo, D. (2022). A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication.…”

Meta-Analysis of Problem Based Learning Models on Physics Problem Solving Abilities

“…One of the efforts that can be made to improve learning output suggested by learning experts is the use of a constructivist thinking framework in classroom learning activities. So that physics learning does not only teach concepts but prioritizes the relationship between concepts and reality and phenomena in everyday life (Fatmaryanti et al, 2022;Sajidan et al, 2020). Physics itself is a science that discusses natural phenomena and behavior that humans can observe and all of these concepts have been applied in everyday life.…”