Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class

Autor/inn/en	Herga, Nataša Rizman; Grmek, Milena Ivanuš; Dinevski, Dejan
Titel	Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 13 (2014) 4, S.157-165 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Science Instruction; Science Laboratories; Computer Simulation; Teaching Methods; Visualization; Chemistry; Grade 7; Student Surveys; Experimental Groups; Control Groups; Comparative Analysis; Instructional Effectiveness; Knowledge Level; Educational Technology; Science Tests; Scores; Elementary School Students; Statistical Analysis; Mathematics Achievement + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Chemie; School year 07; 7. Schuljahr; Schuljahr 07; Schülerbefragung; Unterrichtserfolg; Wissensbasis; Unterrichtsmedien; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents within science classes. Pupils from five different schools who were attending the seventh grade (N = 109), participated in the survey. The pupils were divided into experimental and control groups. We carried out a teaching experiment in order to assess the effectiveness of using a virtual laboratory. In addition, we asked ourselves two questions: whether the dynamic visualization enabled by the use of a virtual laboratory has a positive effect on the learning outcomes of pupils, and how successful are the pupils when solving tasks that involve visualization elements. The results from the didactic experiment showed, that in terms of knowledge acquisition, the use of a virtual laboratory was more effective than classes without the use of dynamic visualization elements. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10