Differences in Acquired Knowledge and Attitudes Achieved with Traditional, Computer-Supported and Virtual Laboratory Biology Laboratory Exercises

Autor/inn/en	Špernjak, Andreja; Šorgo, Andrej
Titel	Differences in Acquired Knowledge and Attitudes Achieved with Traditional, Computer-Supported and Virtual Laboratory Biology Laboratory Exercises
Quelle	In: Journal of Biological Education, 52 (2018) 2, S.206-220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Špernjak, Andreja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2017.1298532
Schlagwörter	Differences; Biology; Foreign Countries; Grade 6; Grade 7; Grade 8; Grade 9; Secondary School Students; Laboratory Experiments; Computer Simulation; Interaction; Pilot Projects; Pretests Posttests; Followup Studies; Comparative Analysis; Science Instruction; Technology Uses in Education; Information Technology; Secondary School Science; Student Attitudes; Science Laboratories; Hands on Science; Statistical Analysis; Slovenia + Suchen Sie Ihr Suchwort? Unterscheiden; Biologie; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Laboratory work; Laborarbeit; Computergrafik; Computersimulation; Interaktion; Pilot project; Modellversuch; Pilotprojekt; Follow-up studies; Kontaktstudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Schülerverhalten; Statistische Analyse; Slowenien
Abstract	This paper reports on the contribution to biological knowledge of three different laboratory technologies and also endeavours to discover which technology students prefer the most. To examine differences in knowledge gained and learners' preferences for different technologies in biology laboratory work, we prepared three variants (triplets) of three laboratory exercises. Each laboratory variant in a triplet was prepared as a classical laboratory work, a computer-supported laboratory and an interactive virtual simulation. A group of 670 learners at a school for all genders, aged between 11 and 15 (6th to 9th grade) of lower secondary Slovenia schools performed three well-known and easy to perform laboratory exercises that are included in their curriculum ('Gas Exchange', 'Activity of Yeast' and 'Heart Rate') as a traditional, computer-supported laboratory and computer simulation. The data indicated that there were no statistical differences pertaining to students' knowledge gain between these laboratory technologies with regard to grade, gender or school score. In this study, students preferred a computer-supported laboratory mostly followed by a classic laboratory with a computer simulation in last place, regardless of students' grade, gender or academic scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01