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2013
The role of e-laboratories in science education
LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ
Basic information
Original name
The role of e-laboratories in science education
Name in Czech
E lobarotaře ve výuce přírodním vědám
Name (in English)
The role of e-laboratories in science education
Authors
LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ
Edition
1. vyd. Torun, Proceeding of 10 th word conference on computers in Education, p. 196-203, 2013
Other information
Type of outcome
Stať ve sborníku
Confidentiality degree
není předmětem státního či obchodního tajemství
Publication form
printed version "print"
Organization unit
University College Prague – University of International Relations and Institute of Hospitality Management and Economics, Ltd.
Keywords (in Czech)
výka přírodních věd, vzdálené laboratoře, virtuální laboratoře, porozumění konceptům
Keywords in English
science education, remote laboratories, virtual laboratories, conceptual understanding, educational research
Tags
International impact, Reviewed
V originále
Laboratory-based courses 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. 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. We found different patterns and enlarged the 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.
In Czech
Práce se zabývá rolí všech typů e-laboratoří ve výuce přírodním vědám a vtechnické výuce.
In English
Laboratory-based courses 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. 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. We found different patterns and enlarged the 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.
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