Virtual Laboratories in Science Education: Students' Motivation and Experiences in Two Tertiary Biology Courses

Autor/inn/en	Dyrberg, Nadia Rahbek; Treusch, Alexander H.; Wiegand, Claudia
Titel	Virtual Laboratories in Science Education: Students' Motivation and Experiences in Two Tertiary Biology Courses
Quelle	In: Journal of Biological Education, 51 (2017) 4, S.358-374 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1257498
Schlagwörter	Student Motivation; Foreign Countries; Pilot Projects; Self Efficacy; Undergraduate Study; Undergraduate Students; Laboratory Equipment; Student Attitudes; Biology; Pretests Posttests; Science Laboratories; Microbiology; Pharmacology; Toxicology; Questionnaires; Virtual Classrooms; Science Instruction; Computer Simulation; Denmark + Suchen Sie Ihr Suchwort? Schulische Motivation; Ausland; Pilot project; Modellversuch; Pilotprojekt; Self-efficacy; Selbstwirksamkeit; Grundstudium; Laborausstattung; Schülerverhalten; Biologie; Mikrobiologie; Arzneikunde; Toxikologie; Fragebogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Dänemark
Abstract	Potential benefits of simulations and virtual laboratory exercises in natural sciences have been both theorised and studied recently. This study reports findings from a pilot study on student attitude, motivation and self-efficacy when using the virtual laboratory programme Labster. The programme allows interactive learning about the workflows and procedures of biological and biochemical experiments, the operation of relevant apparatuses, including the ability to adjust parameters, and the production of results. The programme was used as supplement to mandatory laboratory exercises in two undergraduate courses (i. microbiology and ii. pharmaceutical toxicology) at the University of Southern Denmark. With a theoretical basis in motivational theories, students' (n = 73) motivation and attitude towards the virtual exercises were evaluated. After completing virtual laboratory cases, the students felt significantly more confident and comfortable operating laboratory equipment, but they did not feel more motivated to engage in virtual laboratories compared to real laboratories. Teachers observed that students were able to participate in discussions at higher levels than in previous years where the programme was not used. The study concludes that virtual laboratories have the potential to improve students' pre-laboratory preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01