Supporting middle school students’ science talk: A comparison of physical and virtual labs

Puntambekar, Sadhana; Gnesdilow, Dana; Tissenbaum, Catherine Dornfeld; Narayanan, N. Hari; Rebello, N. Sanjay

doi:10.1002/tea.21664

Cited by 30 publications

(28 citation statements)

References 40 publications

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“…För att få veta mer om vilka lärprocesser som gynnas av olika typer av laborationer undersökte Puntambekar med kollegor [9] vilka samtal som sker vid virtuella respektive traditionella fysiska laborationer. I studien deltog 115 amerikanska elever från sju olika klasser i årskurs 6.…”

Section: Lärandeprocesser Påverkas Av Laborationens Formatunclassified

“…Diskussioner om uppställning av utrustningen, samt mätningar och beräkningar, var vanligare bland elever som gjorde laborationerna fysiskt. De övriga tre typerna av samtal, som handlade mer om att tolka och koppla datan till fenomen, begrepp och samband, var vanligare hos de som gjorde virtuella laborationer [9]. Detta tyder enligt forskarna på att elever som gör virtuella laborationer får mer tid att fokusera på vetenskapliga samband och begrepp.…”

Section: Lärandeprocesser Påverkas Av Laborationens Formatunclassified

“…Å andra sidan visade analysen att samtalen vid de fysiska laborationerna innehöll problemlösning kring viktiga aspekter av naturvetenskapligt arbete. Till exempel behövde eleverna hantera mätosäkerheter, och samarbeta för att göra en undersökning [9]. Forskarna menar därför att deras fynd stödjer användning av en kombination av fysiska och virtuella laborationer.…”

Section: Lärandeprocesser Påverkas Av Laborationens Formatunclassified

“…Forskarna menar därför att deras fynd stödjer användning av en kombination av fysiska och virtuella laborationer. Till exempel föreslår de att en virtuell laboration före en fysisk kan ge elever en begreppslig grund som kan underlätta när de ska göra en komplex fysisk laboration eller en laboration där det är svårt att få tillförlitliga data [9].…”

Section: Lärandeprocesser Påverkas Av Laborationens Formatunclassified

“…Många forskare tycks ense om att en kombination av fysiska och virtuella laborationer är bättre än att bara använda en typ av laboration. Detta känns rimligt, inte minst med tanke på Puntambekars med flera [9] fynd att fysiska och virtuella laborationer kan stödja ganska olika processer under arbetet. Ett ensidigt fokus på en form av laboration kan leda till en mindre rik upplevelse av undervisningen för eleverna.…”

Section: Avslutningunclassified

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Virtuella laborationer eller fysiska?

Höst¹

2021

ATENA

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Section: Lärandeprocesser Påverkas Av Laborationens Formatunclassified

Section: Avslutningunclassified

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Virtuella laborationer eller fysiska?

Höst¹

2021

ATENA

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning

2023

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This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students (n = 118) completed a simulation‐based inquiry task on force and motion. They were randomly assigned to one of four conditions: the D + E condition (n = 29), in which domain information and exploratory practice were available; the D condition (n = 30), in which only domain information was available; the E condition (n = 32), in which only exploratory practice was available; or the C condition (n = 27), with no support at all. Students' knowledge was measured with a pre‐ and posttest and a test on knowledge of variables. Inquiry processes were inferred from information students entered in a Hypothesis Scratchpad and an Observation tool, and from a final summary that they had to write. Results indicated that providing students with domain information alone helps to foster their knowledge of variables before generating hypotheses and leads to knowledge acquisition. The results also showed that the opportunity to explore before experimenting does not affect students' inquiry behavior or learning performance, even when combined with providing students with domain information.

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Supporting middle school students’ science talk: A comparison of physical and virtual labs

Cited by 30 publications

References 40 publications

Virtuella laborationer eller fysiska?

Virtuella laborationer eller fysiska?

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning

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