Using Hands-On and Virtual Laboratories Alone or Together--Which Works Better for Acquiring Knowledge and Skills?

Autor/inn/en	Kapici, Hasan Ozgur; Akcay, Hakan; de Jong, Ton
Titel	Using Hands-On and Virtual Laboratories Alone or Together--Which Works Better for Acquiring Knowledge and Skills?
Quelle	In: Journal of Science Education and Technology, 28 (2019) 3, S.231-250 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapici, Hasan Ozgur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-018-9762-0
Schlagwörter	Laboratory Experiments; Hands on Science; Science Laboratories; Middle School Students; Grade 7; Science Instruction; Virtual Classrooms; Skill Development + Suchen Sie Ihr Suchwort? Laboratory work; Laborarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Although hands-on laboratory experiments are traditionally used in schools, virtual laboratories have entered today's classrooms, due to their specific affordances. In this study, we compared the effect of using hands-on and virtual laboratories in isolation to two different combinations on middle school (7th grade) students' acquisition of conceptual knowledge and inquiry skills. Our findings indicate that using hands-on and virtual laboratories sequentially instead of in isolation gives better results for students' acquisition of knowledge and inquiry skills. This result, together with similar findings from other studies, suggests that virtual and hands-on laboratories may have complementary affordances. In the current study, no advantage was seen for either of the two different combinations used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01