Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School

Autor/inn/en	Herga, Nataša Rizman; Cagran, Branka; Dinevski, Dejan
Titel	Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 3, S.593-608 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Chemistry; Elementary School Science; Computer Simulation; Computer Uses in Education; Science Laboratories; Elementary School Students; Instructional Effectiveness; Science Instruction; Scientific Concepts; Foreign Countries; Statistical Analysis; Slovenia + Suchen Sie Ihr Suchwort? Chemie; Computergrafik; Computersimulation; Computernutzung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Statistische Analyse; Slowenien
Abstract	Understanding chemistry includes the ability to think on three levels: the macroscopic level, the symbolic level, and the level of particles--sub-microscopic level. Pupils have the most difficulty when trying to understand the sub-microscopic level because it is outside their range of experience. A virtual laboratory enables a simultaneous demonstration of all three levels of a chemical concept along with dynamic visualisation at the submicroscopic level. This study presents the effective usage of a virtual laboratory that can overcome the gap between the previously-mentioned conceptual levels. We carried out a didactic experiment to test the effectiveness of a virtual laboratory that enables dynamic visualisation. The experiment involved seventh-grade pupils (N = 109) from five different primary schools in Slovenia. We asked ourselves the question as to whether the learning outcomes of pupils are better when they use a virtual laboratory rather than in science classes without a virtual laboratory where dynamic visualisation at the sub-microscopic and sub-micro levels are only explained by means of static demonstrations. A virtual laboratory has many significant advantages. The results of the didactic experiment showed that, in terms of knowledge acquisition, using a virtual laboratory is better than science classes without visualisation elements. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01