online labs in the science classroom – how cognitive ...€¦ · science, 340, 305-308 •...
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50 JAAR HIGH TECH, HUMAN TOUCH
Go-Lab:a portal for pedagogically
embedded online labs
Ton de JongUniversity of Twente
The Netherlands
We need engaging (science and engineering) instruction
What can we do?
o Constructive (inquiry) learning
o Collaborative learning
o Situated learning
o Computer simulations/ gameso Modeling (design) environments
o Shared objectso Chats, video conferencing
o Simulators, videos
Are virtual labs/simulations effective?
If well designed, guidance included, inquiry-based learning with online labs and simulations shows an advantage over expository instruction
de Jong, T. (2006). Computer simulations - Technological advances in inquiry learning. Science, 312, 532-533.
Example meta-study
• 59 studies included, 128 effect sizes• Achievement outcomes
– Simulation > No simulation (N = 2947)– Simulation plus > Simulation (N = 3342)– Moderately high effect sizes
d'Angelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., & Haertel, G. (2014). Simulations for STEM learning: Systematic review and meta-analysis. Menlo Park, CA: SRI International.
• 59 studies included, 128 effect sizes• Inquiry skills
– Simulation = No simulation (N = 347)– Simulation plus > Simulation (N = 689)– Moderately high effect size
Are virtual labs/simulations effective?
de Jong, T., Linn, M.C., & Zacharia, Z.C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340, 305-308
• Students in online labs gain the same level of knowledge or a more advanced level of knowledge than students who learn in a real laboratory
Effectiviness of virtual labs compared to wet labs
• The possibility to perform many more experiments
• The possibility to augment labs
• The possibility to combine labs with online pedagigical support
And how about remote labs?
• The possibility to perform many more experiments
• The possibility to augment labs (example Luis laser)
• The possibility to combine labs with online pedagogical support
Problems in discovery
• Poor hypotheses• Ineffective experiments• Engineering approach• Mistakes in data interpretation• No planning and monitoring (floundering)• etc.
Scaffolds in Go-Lab• Orientation phase: Concept map• Conceptualisation phase: Hypothesis/question
scratchpad• Investigation
– Experiment design tool– Observation tool– Data interpretation tool– Error measurement tool
• Conclusion tool• Reflection tool
Example Guidance (Scaffold): Hypothesis scratchpad
o Virtual laboratories Mimic physical equipment in software
o Remote laboratories Physical equipment that can be operated on a distance
o Data sets and their analysis tools Data gathered in real experiments
Go-Lab online laboratories
Example Go-Lab environment
Heuristics
The Go-Lab inquiry cycle displayed as tabs
Scaffold for this phase Heuristics
Prompts/assignments
Generic tools
Go-Lab in one slideFederation of online labs ….
…. embedding them into educational resources and guidance ….
.. to share with the community of users
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