Effects of a concept mapping-guided virtual laboratory learning approach on students' science process skills and behavioral patterns.
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| Title: | Effects of a concept mapping-guided virtual laboratory learning approach on students' science process skills and behavioral patterns. |
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| Authors: | Chen, Kuan-Fu (AUTHOR), Hwang, Gwo-Jen (AUTHOR), Chen, Mei-Rong Alice (AUTHOR) |
| Source: | Educational Technology Research & Development. Jun2024, Vol. 72 Issue 3, p1623-1651. 29p. |
| Subjects: | Concept mapping, Learning laboratories, Chemical laboratories, Science students, Middle school students, Creative thinking, Concept learning |
| Abstract: | Laboratory courses can help students learn in a meaningful way. In the past, students encountered difficulties in chemistry laboratory courses due to limited access to equipment and space for practicing experimental operations. In recent years, virtual laboratories have allowed students to repeatedly practice in order to achieve their experimental goals. However, even when students follow the experimental protocol, some still cannot fully understand the principles and meaning of the experimental procedures. Therefore, when they encounter unexpected situations in experiments, they may not know how to handle them. Thus, this study incorporated a concept mapping-guided learning approach to facilitate students' understanding of the concepts of the experimental process and the relationship between experimental procedures before virtual laboratory practice. Using a quasi-experimental approach, 51 middle school students aged 12 to 13 years were assigned to an experimental group (M = 12, F = 14) using the concept mapping-guided virtual laboratory learning approach, and a control group (M = 12, F = 13) using the conventional virtual laboratory learning approach. The experimental group improved their science process skills, problem-solving awareness, and creative thinking tendency. Teachers can employ guided virtual laboratory learning approaches to help students experiment and understand concepts. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology Research & Development 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: | Psychology and Behavioral Sciences Collection |
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