Coordinating Multiple Representations in a Hybrid Real-Virtual Laboratory: Students' Strategies in Learning Light Reflection and Refraction
Saved in:
| Title: | Coordinating Multiple Representations in a Hybrid Real-Virtual Laboratory: Students' Strategies in Learning Light Reflection and Refraction |
|---|---|
| Language: | English |
| Authors: | Serkan Dinçer (ORCID |
| Source: | Journal of Turkish Science Education. 2025 22(4):703-723. |
| Availability: | Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Blended Learning, Laboratory Experiments, Public Schools, Middle School Students, Learning Strategies, Learning Processes, Light, Computer Simulation, Science Instruction, Technology Uses in Education, Student Attitudes, Foreign Countries, Learning Experience, Science Education |
| Geographic Terms: | Turkey |
| ISSN: | 1304-6020 |
| Abstract: | This study investigates how middle school students coordinate multiple representations while learning about reflection and refraction of light in a hybrid laboratory environment that combines real and virtual settings. Conducted as a qualitative case study, the research involved a group of 48 students enrolled in a public school. The dataset comprised video and screen recordings from real and virtual experiment sessions, student worksheets, drawings, semi-structured interviews, and findings from a concept test administered prior to the implementation. The data were coded with respect to representation use, patterns of transitions and correspondences among representations, and levels of abstraction (concrete-intermediate-general). After establishing inter-coder reliability, the data were analyzed through descriptive and content analysis methods. The findings indicate that students transitioned between real experiments, simulations, schematic drawings, and mathematical expressions using specific strategies, such as verification, re-representation, and elaboration of explanations. However, these representations were not always fully integrated. Levels of abstraction were found to be predominantly concrete during the exploration phase, while shifting toward more general principles during the modeling and discussion phases. The results from this two-session implementation suggest that hybrid laboratories may not fully realize their pedagogical potential for supporting multiple representations unless representational transitions are intentionally structured and guided by the teacher. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492977 |
| Database: | ERIC |
| Abstract: | This study investigates how middle school students coordinate multiple representations while learning about reflection and refraction of light in a hybrid laboratory environment that combines real and virtual settings. Conducted as a qualitative case study, the research involved a group of 48 students enrolled in a public school. The dataset comprised video and screen recordings from real and virtual experiment sessions, student worksheets, drawings, semi-structured interviews, and findings from a concept test administered prior to the implementation. The data were coded with respect to representation use, patterns of transitions and correspondences among representations, and levels of abstraction (concrete-intermediate-general). After establishing inter-coder reliability, the data were analyzed through descriptive and content analysis methods. The findings indicate that students transitioned between real experiments, simulations, schematic drawings, and mathematical expressions using specific strategies, such as verification, re-representation, and elaboration of explanations. However, these representations were not always fully integrated. Levels of abstraction were found to be predominantly concrete during the exploration phase, while shifting toward more general principles during the modeling and discussion phases. The results from this two-session implementation suggest that hybrid laboratories may not fully realize their pedagogical potential for supporting multiple representations unless representational transitions are intentionally structured and guided by the teacher. |
|---|---|
| ISSN: | 1304-6020 |
