Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format

Faulconer, Emily K.; Faulconer, Laura; Hanamean, James R.

doi:10.2505/4/jcst19_048_04_31

Cited by 4 publications

(5 citation statements)

References 10 publications

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“…A recent case study shows how one could employ a decision matrix to find the best-fit modality of chemistry laboratory that accounts for numerous factors. 117 Table 1 provides a summary of the laboratory delivery modes that have been explored in this paper as a simple overview of what one might consider during the design phase. Although the table presents major trends and characteristics, some individual situations may fall outside those ratings and descriptions.…”

Section: Design Integration and Blendingmentioning

confidence: 99%

Laboratory activities to support online chemistry courses: a literature review

Kennepohl

2021

Can. J. Chem.

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The laboratory is an essential element in the teaching and learning of chemistry, but it is challenging to provide this when delivering courses and programs online or at a distance. Studies have repeatedly shown that alternate laboratory modes can lead to equivalent student performance when compared with in-person experiences. In this literature review, we will examine five modes of laboratory delivery (i.e. face-to-face, virtual, remote control, home-study kits and, to a lesser extent self-guided field trips) that may be considered in providing quality practical laboratory activities to support online studies. Each mode brings its own particular strengths and weaknesses and can be used individually or in combination. The selection and integration of those modes, which is driven by learning outcomes and other factors, will be examined as part of the design process. Finally, future laboratory design will certainly include new technologies, but potentially also elements like open educational resources, learning analytics, universal design, and citizen science.

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Section: Design Integration and Blendingmentioning

confidence: 99%

Laboratory activities to support online chemistry courses: a literature review

Kennepohl

2021

Can. J. Chem.

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“…Indeed, NSF REU experiences in biology were required to occur in‐person prior to 2020. However, there is growing support that postsecondary online learning and mentoring opportunities do not yield differential learning gains and provide more accessible opportunities (Armstrong et al, 2020; Faulconer et al, 2019; Jeske & Linehan, 2020; Jose et al, 2019; Pei & Wu, 2019; Scanlon et al, 2015). Compared to STEM fields, virtual internship opportunities in business enterprises have been increasing globally.…”

Section: Introductionmentioning

confidence: 99%

Going remote: Recommendations for normalizing virtual internships

et al. 2022

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Research internships provide students with invaluable experience conducting independent research, contributing to larger research programs, and embedding in a professional scientific setting. These experiences increase student persistence in ecology and other science, technology, engineering, and mathematics (STEM) fields and promote the inclusion of students who lack opportunities at their home institutions and/or are from groups that are underrepresented in STEM.While many ecology internship programs were canceled during the 2020 COVID-19 pandemic, others successfully adapted to offer virtual internships for the first time. Though different from what many researchers and students envision when they think of internships, virtual ecology internship programs can create more accessible opportunities and be just as valuable as in-person opportunities when research programs and advisors develop virtual internships with intention and planning. Here, we highlight six ways to structure a virtual intern project, spanning a spectrum from purely computer-based opportunities (e.g., digital data gathering, data analysis, or synthesis) to fully hands-on research (e.g., sample processing or home-based experiments). We illustrate examples of these virtual projects through a case study of the Smithsonian Environmental Research Center's 2020 Virtual Internship Program. Next, we provide 10 recommendations for effectively developing a virtual internship program. Finally, we end with ways that virtual internships can avoid the limitations of in-person internships, as well as possible solutions to perceived pitfalls of virtual internships. While virtual internships became a necessity in 2020 due to COVID-19, the development and continuation of virtual internships in future can be a valuable tool to add to the suite of existing internship opportunities, possibly further promoting diversity, equity, and inclusion in ecology and STEM.

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“…Maintaining such physical facilities and the safety considerations around any science laboratory can be very costly. Research studies suggest that despite the existence of safety standards and guidelines, accidents do happen in higher science education laboratories [39]. While most reported accidents were "relatively" minor, some have caused permanent injuries or fatalities [40].…”

Section: Overviewmentioning

confidence: 99%

Using Virtual Reality to Improve STEM Education

Qorbani¹

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The purpose of this dissertation is to investigate the effect of using Virtual Reality (VR) technology on the students' experience in science education, particularly for interaction, learning, and accessibility. Science, Technology, Engineering, and Math (STEM) education has special requirements such as lab-based activities and abstract concepts that complicate setting up the environment and learning process. These complications are increased due to the pandemic and other remote access requirements. VR has unique affordances that make it a promising solution but its use in this regard has not been properly investigated and there are many open research questions related to its effect on interaction, learning, and accessibility in STEM education.Focusing on these three aspects, we ran a series of quantitative and qualitative studies to find out if the use of VR in science labs leads to an increased level of learning, efficiency, and accuracy of the tasks (measured by pre-post knowledge tests and the in-app data collection system). The Immersive/head-mounted VR (IVR) was compared to Desktop VR (DVR) and 2D/text-based conditions. Results indicated a significant difference in some areas particularly related to postknowledge score, spatial skills, and learnability between 2D and VR conditions. Task completion rate, efficiency, and accuracy also indicated a significant difference between IVR and DVR groups, showing IVR performing better. The qualitative evaluation included an analysis of students' experiences with the use of VR and their perspective on its application for education.The result indicated that in areas such as ease of use, learnability, engagement, and overall satisfaction they preferred VR treatment better compared to 2D/ Text as they found the use of VR to be beneficial to their learning. Our studies also showed the efficacy of software-based accessibility features that improved interaction and learning for wheelchair users. We concluded that the implementation of a virtual environment for STEM education requires careful considerations in the design and implementation to make it technically practical to run on mobile Head Mounted Displays (HMD), be relevant based on established learning theories, minimize the effect of cybersickness, and be accessible for a wider range of audience. The findings of this research helped us propose ScienceVR, a framework for the design and development of VR experiences for science education.

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Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format

Cited by 4 publications

References 10 publications

Laboratory activities to support online chemistry courses: a literature review

Laboratory activities to support online chemistry courses: a literature review

Going remote: Recommendations for normalizing virtual internships

Using Virtual Reality to Improve STEM Education

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