D 2014

THE EFFICIENCY OF DIFFERENT TYPES OF E-LABS IN SCIENCE EDUCATION

LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ

Basic information

Original name

THE EFFICIENCY OF DIFFERENT TYPES OF E-LABS IN SCIENCE EDUCATION

Authors

LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ

Edition

Antalya, Turkey, Proceedings of 5th International Conference on New Trends in Education iconte 2014, p. NESTRÁNKOVÁNO, 2014

Other information

Language

English

Type of outcome

Stať ve sborníku

Field of Study

50300 5.3 Education

Country of publisher

Turkey

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

Organization unit

University College Prague – University of International Relations and Institute of Hospitality Management and Economics, Ltd.

Keywords in English

science education, remote laboratories; virtual laboratories; conceptual understanding; educational research

Tags

International impact, Reviewed
Změněno: 27/2/2014 14:49, doc. RNDr. Zdena Lustigová, CSc.

Abstract

V originále

In this study, we focused on the evaluation of the efficiency of different types of e-labs, using Ma and Nickerson (2006) four-dimensional educational goal models. Laboratory-based courses played and until nowadays play a critical role in science education, yet there is disagreement between science and engineering educators about whether and which types of technology-mediated laboratories should be involved to promote better conceptual understanding, better design skills and better professional skills of learners. Within our study (small size, 29 students) we found different patterns and thus enlarged Ma’s and Nickerson’s model to five dimensions. We tried to specify clearly the differences, advantages and disadvantages of all three kinds of e-labs according to educational goals to be achieved. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics have a relationship to learner characteristics or to prior experience. In the second part of the study, we focused on investigating (not verifying) the hypothesis, that it is not the actual nature of the laboratories, but the beliefs that students and teachers have about them which may determine the effectiveness of different lab types.