Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access.
Saved in:
| Title: | Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access. |
|---|---|
| Authors: | Pyatt, Kevin1 kpyatt@ewu.edu, Sims, Rod2 rod.sims@faculty.capella.edu |
| Source: | Journal of Science Education & Technology. Feb2012, Vol. 21 Issue 1, p133-147. 15p. 4 Charts, 3 Graphs. |
| Subject Terms: | *Inquiry-based learning, *Open-ended questions, *Chemistry students, *Chemistry education, Path analysis (Statistics) |
| Abstract: | This study investigated the learning dimensions that occur in physical and virtual inquiry-based lab investigations, in first-year secondary chemistry classes. This study took place over a 2 year period and utilized an experimental crossover design which consisted of two separate trials of laboratory investigation. Assessment data and attitudinal data were gathered and analyzed to measure the instructional value of physical and virtual lab experiences in terms of student performance and attitudes. Test statistics were conducted for differences of means for assessment data. Student attitudes towards virtual experiences in comparison to physical lab experiences were measured using a newly created Virtual and Physical Experimentation Questionnaire (VPEQ). VPEQ was specifically developed for this study, and included new scales of Usefulness of Lab, and Equipment Usability which measured attitudinal dimensions in virtual and physical lab experiences. A factor analysis was conducted for questionnaire data, and reliability of the scales and internal consistency of items within scales were calculated. The new scales were statistically valid and reliable. The instructional value of physical and virtual lab experiences was comparable in terms of student performance. Students showed preference towards the virtual medium in their lab experiences. Students showed positive attitudes towards physical and virtual experiences, and demonstrated a preference towards inquiry-based experiences, physical or virtual. Students found virtual experiences to have higher equipment usability as well as a higher degree of open-endedness. In regards to student access to inquiry-based lab experiences, virtual and online alternatives were viewed favorably by students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 71283894 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pyatt%2C+Kevin%22">Pyatt, Kevin</searchLink><relatesTo>1</relatesTo><i> kpyatt@ewu.edu</i><br /><searchLink fieldCode="AR" term="%22Sims%2C+Rod%22">Sims, Rod</searchLink><relatesTo>2</relatesTo><i> rod.sims@faculty.capella.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Feb2012, Vol. 21 Issue 1, p133-147. 15p. 4 Charts, 3 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Open-ended+questions%22">Open-ended questions</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+students%22">Chemistry students</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br /><searchLink fieldCode="DE" term="%22Path+analysis+%28Statistics%29%22">Path analysis (Statistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated the learning dimensions that occur in physical and virtual inquiry-based lab investigations, in first-year secondary chemistry classes. This study took place over a 2 year period and utilized an experimental crossover design which consisted of two separate trials of laboratory investigation. Assessment data and attitudinal data were gathered and analyzed to measure the instructional value of physical and virtual lab experiences in terms of student performance and attitudes. Test statistics were conducted for differences of means for assessment data. Student attitudes towards virtual experiences in comparison to physical lab experiences were measured using a newly created Virtual and Physical Experimentation Questionnaire (VPEQ). VPEQ was specifically developed for this study, and included new scales of Usefulness of Lab, and Equipment Usability which measured attitudinal dimensions in virtual and physical lab experiences. A factor analysis was conducted for questionnaire data, and reliability of the scales and internal consistency of items within scales were calculated. The new scales were statistically valid and reliable. The instructional value of physical and virtual lab experiences was comparable in terms of student performance. Students showed preference towards the virtual medium in their lab experiences. Students showed positive attitudes towards physical and virtual experiences, and demonstrated a preference towards inquiry-based experiences, physical or virtual. Students found virtual experiences to have higher equipment usability as well as a higher degree of open-endedness. In regards to student access to inquiry-based lab experiences, virtual and online alternatives were viewed favorably by students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=71283894 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-011-9291-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 133 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Open-ended questions Type: general – SubjectFull: Chemistry students Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Path analysis (Statistics) Type: general Titles: – TitleFull: Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pyatt, Kevin – PersonEntity: Name: NameFull: Sims, Rod IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
| ResultId | 1 |
