Hands-on and Virtual laboratories to undergraduate Chemistry education: Toward a pedagogical integration

Ramos, Saulo; Pimentel, Edson P.; Marietto, Maria das Graças Bruno; Botelho, Wagner Tanaka

doi:10.1109/fie.2016.7757580

Cited by 11 publications

(12 citation statements)

References 8 publications

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“…Based on the dissimilarity matrix and box-plots, we observed that there was a significant improvement in the experimental self-efficacy of students after the introduction of virtual labs in their curriculum. The use of simulations and animations in UG courses have contributed to the improvement of student learning with visual and kinesthetic tools enhancing and reinforcing student understanding in ways that rote learning may not (Ramos et al 2016). Previous work has indicated the importance of self-efficacy in science education (Makransky et al 2016a;Thisgaard M and Makransky 2017).…”

Section: Experimental Self-efficacy Of Studentsmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

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Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as 'experimental self-efficacy' (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students' ESE.

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Section: Experimental Self-efficacy Of Studentsmentioning

confidence: 99%

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Kolil

Muthupalani

Achuthan

2020

Int J Educ Technol High Educ

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“…In a chemistry course for undergraduate engineering students, virtual labs were integrated with hands-on experiments (Ramos et al, 2016). The results indicated that this combination assisted in the performance improvement in hands-on laboratory and that could contribute to the improvement of student learning.…”

Section: Blended Usage Approachmentioning

confidence: 99%

Educational approaches concerning virtual laboratories usage in science and technology education: A review

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2017

ICODL

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Oι νέες τεχνολογικές προσεγγίσεις δε χρησιμοποιούνται ευρέως στην εκπαίδευση των επιστημών, της τεχνολογίας και της μηχανικής, λόγω των απαραίτητων εργαστηριακών πειραμάτων. Τα εικονικά εργαστήρια προσφέρουν μια υποστηρικτική λύση, ειδικά στην εξ αποστάσεως εκπαίδευση, όπου ο εργαστηριακός χρόνος στους χώρους του πανεπιστημίου είναι περιορισμένος. Έτσι, χρησιμοποιούνται διαφορετικές εκπαιδευτικές προσεγγίσεις, ώστε να διερευνηθεί η χρησιμότητα που μπορούν να προσφέρουν τα εικονικά εργαστήρια. Αυτές περιλαμβάνουν την προ-εργαστηριακή πρακτική, τη συνδυασμένη χρήση και την αυτόνομη προσέγγιση. Το ενδιαφέρον εστιάζεται στη βιβλιογραφική επισκόπηση ερευνών που σχετίζονται με τη χρήση εικονικών εργαστηρίων στην εκπαίδευση επιστημών και τεχνολογίας και αφορά στις εκπαιδευτικές προσεγγίσεις που υιοθετούνται. Οι περισσότερες μελέτες πρότειναν ότι η συνδυασμένη χρήση (μεικτή προσέγγιση) φαίνεται να είναι προτιμότερη, καθώς θα μπορούσε να προσφέρει τα πλεονεκτήματα και των δύο προσεγγίσεων.

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“…For these students, the mean score of six survey items that explored the impact of the virtual lab was at least 6.1 (Goulding et al, 2016) suggesting that the students believed the virtual lab prepared them for on-site labs. Ramos et al (2016) provide a more in-depth account of the impact of virtual labs in preparing students for on-site labs. In an undergraduate chemistry course, 32 out of 120 students agreed to complete a virtual lab before an on-site lab and answer two questionnaires about the usefulness and effectiveness of the virtual lab and their perceived impact of the virtual lab on their performance in the on-site lab (Ramos et al, 2016).…”

Section: Related Literaturementioning

confidence: 99%

“…Ramos et al (2016) provide a more in-depth account of the impact of virtual labs in preparing students for on-site labs. In an undergraduate chemistry course, 32 out of 120 students agreed to complete a virtual lab before an on-site lab and answer two questionnaires about the usefulness and effectiveness of the virtual lab and their perceived impact of the virtual lab on their performance in the on-site lab (Ramos et al, 2016). According to Ramos et al (2016), responses to the post-virtual lab survey indicated that 96% of the students found the lab helped them learn about the experiment and 79% of the students anticipated that their virtual lab experience would prepare them for the on-site lab.…”

Section: Related Literaturementioning

confidence: 99%

“…In an undergraduate chemistry course, 32 out of 120 students agreed to complete a virtual lab before an on-site lab and answer two questionnaires about the usefulness and effectiveness of the virtual lab and their perceived impact of the virtual lab on their performance in the on-site lab (Ramos et al, 2016). According to Ramos et al (2016), responses to the post-virtual lab survey indicated that 96% of the students found the lab helped them learn about the experiment and 79% of the students anticipated that their virtual lab experience would prepare them for the on-site lab. Moreover, Ramos et al (2016) observed that after completing the on-site lab, 87% of the students found the virtual lab activity positively contributed to their performance in the on-site lab.…”

Section: Related Literaturementioning

confidence: 99%

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Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation

Papaconstantinou

Kilkenny

Garside

et al. 2021

CJLT

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The instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students’ perceptions of the usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymous survey in their classes. In total, 370 students participated. Across all four courses, survey results showed that at least 77% of the students found that virtual lab simulations helped them understand course concepts. At least 74% of the students navigated the virtual labs with no issues and 58% of the students found the simulations to be of high quality.

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Hands-on and Virtual laboratories to undergraduate Chemistry education: Toward a pedagogical integration

Cited by 11 publications

References 8 publications

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Educational approaches concerning virtual laboratories usage in science and technology education: A review

Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation

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