Effect of Virtual Experiments Compared to Physical Experiments on Students' Conceptual Understanding of Chemical Kinetics Concepts
Saved in:
| Title: | Effect of Virtual Experiments Compared to Physical Experiments on Students' Conceptual Understanding of Chemical Kinetics Concepts |
|---|---|
| Language: | English |
| Authors: | Tadesse Hunegnaw, Tesfaye Demisse Hailegebreal, Dawit Asrat Getahun, Minaleshewa Atlabachew |
| Source: | European Journal of STEM Education. 2025 10(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Science Experiments, Concept Formation, Scientific Concepts, Chemistry, Kinetics, Science Education, Technology Uses in Education, Computer Simulation, Teaching Methods, Conventional Instruction, High School Students, Foreign Countries, Science Laboratories |
| Geographic Terms: | Ethiopia |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | Even though physical experiments are mandatory in science education, there has been an increasing demand for virtual experiments. This research aimed to investigate the impact of virtual experiments compared to physical experiments on students' conceptual understanding of chemical kinetics concepts. To achieve this, a two-phase explanatory sequential mixed method approach was employed to collect and analyze quantitative and qualitative data. One group of students conducted virtual experiments (n = 25), while another group of students practiced the same topic with physical experiments (n = 26). The students' concept maps were used as an assessment tool before and after the intervention. Concept maps are considered a more effective assessment tool compared to traditional tests as they better evaluate students' conceptual understanding. The independent sample t-test analysis indicates no significant difference between the two groups in the post-concept maps, which suggests that the two experiments are similar in enhancing conceptual understanding. The qualitative analyses of concept maps indicate students preferred using the macroscopic levels to represent their conceptual knowledge of chemical kinetics. Future research may focus on an effective combination of virtual and physical experiments to link sub-microscopic levels to the other two levels (macroscopic and symbolic) of conceptual understanding. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475594 |
| Database: | ERIC |
| Abstract: | Even though physical experiments are mandatory in science education, there has been an increasing demand for virtual experiments. This research aimed to investigate the impact of virtual experiments compared to physical experiments on students' conceptual understanding of chemical kinetics concepts. To achieve this, a two-phase explanatory sequential mixed method approach was employed to collect and analyze quantitative and qualitative data. One group of students conducted virtual experiments (n = 25), while another group of students practiced the same topic with physical experiments (n = 26). The students' concept maps were used as an assessment tool before and after the intervention. Concept maps are considered a more effective assessment tool compared to traditional tests as they better evaluate students' conceptual understanding. The independent sample t-test analysis indicates no significant difference between the two groups in the post-concept maps, which suggests that the two experiments are similar in enhancing conceptual understanding. The qualitative analyses of concept maps indicate students preferred using the macroscopic levels to represent their conceptual knowledge of chemical kinetics. Future research may focus on an effective combination of virtual and physical experiments to link sub-microscopic levels to the other two levels (macroscopic and symbolic) of conceptual understanding. |
|---|---|
| ISSN: | 2468-1954 2468-4368 |
