Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

Donnelly, Dermot Francis; O’Reilly, John; McGarr, Oliver

doi:10.1007/s11165-012-9322-1

Cited by 53 publications

(40 citation statements)

References 33 publications

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“…Each type of laboratory, however, contribute differently to each and challenging each other's ideas. This result fits a finding reported by Donnelly, et al (2013) that virtual laboratory activities give more emphasis on the "minds on" part of the laboratory activities. In the virtual laboratory setting students have the opportunity to design and test their ideas in very quick ways.…”

Section: Resultssupporting

confidence: 92%

“…The aspect of student negotiation scored higher in the virtual laboratory since that environment allows students to make decisions on their own and to be independent learners (Donnelly, O'Reilly, & McGarr, 2013;Scheckler, 2003). Unlike their fellow students in the real laboratory class who have to follow the instruction in the worksheet, students The study reported here also found that 'Shared Control' is the lowest scored CLES criterion.…”

Section: Resultsmentioning

confidence: 99%

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Constructivist Learning Environment During Virtual and Real Laboratory Activities

2017

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Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

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Section: Resultssupporting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Constructivist Learning Environment During Virtual and Real Laboratory Activities

2017

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“…Studies showed that conventional cookbook laboratories cannot promote students' science process skills (Kilinc, 2007). However, the study of Donnelly et al (2013) found that students tend to trust the results that they created by themselves rather than those provided by computer-based simulations in a virtual world (Chinn et al, 2002). This study proposed it is more important to explore the way how teachers interpret data and their casual relation than to discuss where the data and results come from.…”

Section: The Combination Of Phet Simulations With Inquiry-based Instrmentioning

confidence: 98%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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“…One of the learning activities which can train the students' ability in developing those three competencies is internship activities in the laboratory [6]. Practical activities in laboratory can motivate students to develop a number of important processes skills.…”

Section: Introductionmentioning

confidence: 99%

The Development of an Integrated Assessment Instrument for Measuring Analytical Thinking and Science Process Skills

Irwanto¹

2018

Preprint

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This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.

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Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

Cited by 53 publications

References 33 publications

Constructivist Learning Environment During Virtual and Real Laboratory Activities

Constructivist Learning Environment During Virtual and Real Laboratory Activities

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

The Development of an Integrated Assessment Instrument for Measuring Analytical Thinking and Science Process Skills

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