Active and Authentic Learning in Remote Laboratory: Means of Improving Prospective Physics Teachers’ Multiple Representation Ability

Abstract

Remote laboratories are a new domain that allows students and teachers to conduct experiments in hands-on exploration remotely. We studied how constructing an active and authentic learning in a remote laboratory affects prospective physics teachers' multiple representation ability. The research method used is based on the development procedures of the ADDIE research and development model. We have designed and validated a learning design with a remote laboratory environment with 2 physics experiment apparatuses, active and authentic learning stages, multi-representation ability assessment, and remote laboratory application evaluation tools. This study implemented design-based research with a one-group pre-test and post-test design. The research was conducted on 28 prospective physics teacher students. In terms of effectiveness, this learning design was able to improve significantly [t (28) = 7.480, p.05] in verbal, visual, and mathematics representation ability. Therefore, it can be used by lecturers and those in other science fields to improve the quality of learning and developing prospective physics teachers’ multiple representation Skills.