| Title: |
Effects of a Concept Mapping-Guided Virtual Laboratory Learning Approach on Students' Science Process Skills and Behavioral Patterns |
| Language: |
English |
| Authors: |
Kuan-Fu Chen; Gwo-Jen Hwang; Mei-Rong Alice Chen (ORCID 0000-0003-2722-0401) |
| Source: |
Educational Technology Research and Development. 2024 72(3):1623-1651. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
29 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Junior High Schools; Middle Schools; Secondary Education; Elementary Education |
| Descriptors: |
Concept Mapping; Virtual Classrooms; Laboratories; Student Behavior; Behavior Patterns; Scientific Literacy; Chemistry; Science Education; Guided Pathways; Laboratory Experiments; Middle School Students; Elementary School Science; Early Adolescents; Creative Thinking; Problem Solving; Skill Development; Technology Uses in Education; Educational Technology |
| DOI: |
10.1007/s11423-024-10348-y |
| ISSN: |
1042-1629; 1556-6501 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1430516 |
| Database: |
ERIC |