Web based Virtual Laboratories (Web-VLs)
10th SCIENTIX W/SBrussels, 26-28 Feb 2016
Ioannis Lefkos
Laboratory work Laboratory work is considered to
be a key factor in Science Education Students can acquire a better and
deeper understanding of physical phenomena and can develop scientific way of thinking.
However, several studies provide evidence that during hands-on experiments students often tend to spend most of their time on handling equipment
Thus limiting the effectiveness of hands-on experimentation
Virtual laboratories (VLs) have emerged as powerful environments which can successfully support experimentation and student activities
Simulation based on the scientific model that describes interaction of the objects
A large number of research studies Virtual vs. Real
virtual laboratories, as educational environments, are not inferior to their real counterparts
Virtual Laboratories
Web-based Virtual Laboratories:Optics, Electric circuits, Thermal Phenomena
Project
Offer all the features of Virtual Laboratories
Are accessible freely at any time over the internet
May break the natural barrier between the classroom, the laboratory, the school, and the community (students – parents)
Formal or Informal educational setting
Web-based VLs
A lot of Applets available - Typically : Do not have a realistic look and feel AND / OR Are limited to predefined set-ups Conceptually oriented vs. Manipulation oriented
additionally
Web VLs vs. Typical Applets
Thermolab – Web VLmaterialsCommon•Orange soda•Coffee
Liquid •Water •Olive oil•Milk Soluble •Salt •Sugar
Solid•Iron•Lead•Gold
Thermolab – Web VLContainers
Glass•100, 250, 600ml
Aluminium white•100, 250, 600ml
Aluminium•100, 250, 600ml
Ceramic•100, 250, 600ml
Thermos (Dewar flask)•600ml
Thermolab – Web VLDevices
Hot plates•Adjustable power
Sink / water tap•-50 έως 90οC
Chamber for instant heating/ cooling•-50 to 90οC
Thermolab – Web VLInstruments
Timer / simulation control•Start•Pause•Stop / Reset
Volume meter•Solid materials
Thermometer•Liquid / solidmaterials
Thermolab – Web VLRegulators
Chamber for instant heating / cooling-20 to90οCTap water-50 to 90οC
Room temperature-50 to150οCTime accelerationx1 to x100
Thermolab – Web VLData displayGraph1: Temperature vs. time
Graph3: Volume vs. time
Graph2: Heat energy vs. time
Info Board-selected object
In accordance with:
Technical specifications of the implementation Theoretical model to be represented (simulated)
within the laboratory Decisions concerning didactics and pedagogy Literature review of studies concerning the use
of simulations and virtual laboratories
Design principles
Some of the main features are : The look and feel of a real laboratory room
◦ The presented phenomena are animated so the user gets a feed back off the process
◦ Instruments and gauges are also presented like in real life Graphs in real time directly related to the presented
phenomena The user can set-up any experiment using every available
object, choosing the initial conditions and other parameters and control the experiment in every way
Every set-up is constructed by the user with direct manipulation of objects and parameters.
Implementation
The experimental set-up is not predefined
The set-up can be changed even while the simulation is “running”
User input seems like in real life
There are also some “virtual” elements, not available in a real life laboratory (time acceleration, room temperature control)
Inovation
Flexible, can be adopted to any kind of teaching method and can also be used for various types of investigation
Besides content learning, this kind of virtual laboratory can also help for developing procedural knowledge (experimentation)
Under certain conditions, it is possible for skills to be transferred between the virtual and the real world.
Didactics and Pedagogy
Some suggestions for guided investigations using the Virtual laboratory, were provided for the project in worksheets
Modular structure, including steps like◦ Prediction, ◦ Experimentation (Set-up, observe, take
measurements), ◦ Explanation, ◦ Conclusion and ◦ Reflection
The overall structure follows the form Predict – Observe - Explain, POE.
Worksheets
For your attentionThank You
Η στρατηγική ΠΠΕ συνήθως περιλαμβάνει: ◦ (i) μια κατάσταση και ζητά μια αιτιολογημένη πρόβλεψη για αυτό που θα
συμβεί, όταν γίνει κάποια αλλαγή◦ (ii) την πραγματοποίηση της αλλαγής και την παρατήρηση, και ◦ (iii) την προσπάθεια να εξηγηθούν όποιες διαφορές εμφανίζονται μεταξύ
πρόβλεψης και παρατήρησης. Δίνει στο μαθητή τη δυνατότητα να κατανοήσει, να
παρακολουθήσει και να αξιολογήσει τις διερευνητικές δραστηριότητες.
Προσφέρει στους μαθητές, μεταξύ άλλων, ένα πλαίσιο που καθοδηγεί τη σκέψη τους
Βελτιώνει την εννοιολογική κατανόηση και τις ικανότητες επίλυσης προβλημάτων αλλά επίσης αναπτύσσει σημαντικά τις μεταγνωστικές ικανότητες των μαθητών.
POE: Predict -Observe -Explain
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