Detailed Information on Publication Record
2012
The role of virtual and remote labs in promoting conceptual understanding of students
LUSTIGOVÁ, Zdena and Veronika NOVOTNÁBasic information
Original name
The role of virtual and remote labs in promoting conceptual understanding of students
Name in Czech
Role virtuálních a vzdálených laboratoří ve vytváření konceptuálního porozumění u studentů
Name (in English)
The role of virtual and remote labs in promoting conceptual understanding of students
Authors
LUSTIGOVÁ, Zdena and Veronika NOVOTNÁ
Edition
1. vyd. Princess Sumaya Univ Technol (PSUT), Amm, International Conference on Interactive Mobile and Computer Aided Learning (IMCL), p. 42-47, 2012
Publisher
IEEE; Carinthia Tech Inst
Other information
Type of outcome
Stať ve sborníku
Confidentiality degree
není předmětem státního či obchodního tajemství
Organization unit
University College Prague – University of International Relations and Institute of Hospitality Management and Economics, Ltd.
UT WoS
je na WoS
Změněno: 23/9/2013 13:12, doc. RNDr. Zdena Lustigová, CSc.
V originále
Laboratory-based courses play a critical role in science education, yet there is a disagreement between science and engineering educators about whether and which types of technology mediated lab works should be involved to promote better conceptual understanding, design skills and professional skills of learners. In this study we focused on the evaluation of an efficiency of different types of e-labs, using Ma, Nickerson four dimensional models of educational goals. We found different patterns and enlarged the model to 5 dimensions. We tried to clearly specify the differences, advantages and disadvantages of all 3 kinds of e-labs according to educational goals to be reached. 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 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, that may determine the effectiveness of different lab types.
In Czech
problematika vzdálených a virtuálních laboratoří
In English
Laboratory-based courses play a critical role in science education, yet there is a disagreement between science and engineering educators about whether and which types of technology mediated lab works should be involved to promote better conceptual understanding, design skills and professional skills of learners. In this study we focused on the evaluation of an efficiency of different types of e-labs, using Ma, Nickerson four dimensional models of educational goals. We found different patterns and enlarged the model to 5 dimensions. We tried to clearly specify the differences, advantages and disadvantages of all 3 kinds of e-labs according to educational goals to be reached. 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 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, that may determine the effectiveness of different lab types.