Author:
Pavlou Yvoni,Zacharia Zacharias C.
Abstract
AbstractThe focus of this paper is tο inform the research about and practice of laboratory experimentation in STEM+ education, which can be enacted with the use of physical laboratories (PL) and/or virtual laboratories (VL). Theoretical perspectives and empirical evidence are discussed. The theoretical perspectives were drawn from embodied cognition theories and haptic perspectives on learning, and the empirical evidence was drawn from studies focusing on the comparison and combination/blending of VL and PL during experimentation. Both perspectives support the idea that both PL and VL are viable means of experimentation for students. Considerations, such as the affordances of PL (e.g., availability of haptic sensory feedback) and VL (e.g., ability to visualize abstract concepts) and students’ background (e.g., misconceptions, relevant prior embodied experiences), in conjunction with the learning objectives of each experiment, are essential when selecting/combining VL and PL. Research is still needed to develop a comprehensive framework for the optimal integration of the two modes of experimentation in STEM+ education.
Publisher
Springer International Publishing
Reference107 articles.
1. Achuthan, K., Francis, S. P., & Diwakar, S. (2017). Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. Education and Information Technologies, 22(6), 2825–2855. https://doi.org/10.1007/s10639-017-9626-x
2. Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 191–208). Springer. https://doi.org/10.1007/978-1-4020-5267-5_9
3. Akpan, J. P., & Andre, T. (2000). Using a computer simulation before dissection to help students learn anatomy. Journal of Computers in Mathematics and Science Teaching, 19(3), 297–313.
4. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59(1), 617–645. https://doi.org/10.1146/annurev.psych.59.103006.093639
5. Bazelais, P., Binner, G., & Doleck, T. (2022). Examining the key drivers of student acceptance of online labs. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2022.2121729
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献