Literaturnachweis - Detailanzeige
Autor/inn/en | Kapici, Hasan Ozgur; Akcay, Hakan; de Jong, Ton |
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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 |
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 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). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |