D 2014

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

LUSTIGOVÁ, Zdena a Veronika NOVOTNÁ

Základní údaje

Originální název

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

Autoři

LUSTIGOVÁ, Zdena a Veronika NOVOTNÁ

Vydání

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

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

50300 5.3 Education

Stát vydavatele

Turecko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Organizační jednotka

University College Prague – Vysoká škola mezinárodních vztahů a Vysoká škola hotelová a ekonomická s.r.o.

Klíčová slova anglicky

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

Příznaky

Mezinárodní význam, Recenzováno
Změněno: 27. 2. 2014 14:49, doc. RNDr. Zdena Lustigová, CSc.

Anotace

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.
Zobrazeno: 12. 11. 2024 21:51