An implementation of remote laboratory for secondary science education.
Abstract: This paper reports our classroom implementation of a new remote laboratory (RL) system, which was developed by using innovative ideas and methods for applying technology‐enhanced learning to secondary school science education (Grades 7–9 or Ages 12–14). The newly developed RL system, which...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 629 - 641 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662437&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662437 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662437 131662437 131662437 10.1111/jcal.12273 131662437 ppf: 629 ppct: 12 formats: tig: atl: An implementation of remote laboratory for secondary science education. aug: au: Tho, S. W. Yeung, Y. Y. affil: Department of Physics, Sultan Idris Education University, Malaysia sug: subj: Science Education Students, High School Hong Kong Computer Simulation Hong Kong Human Multimethod Studies Questionnaires Surveys Interviews Learning Theory Wilcoxon Rank Sum Test Mann-Whitney U Test Kruskal-Wallis Test Funding Source ab: Abstract: This paper reports our classroom implementation of a new remote laboratory (RL) system, which was developed by using innovative ideas and methods for applying technology‐enhanced learning to secondary school science education (Grades 7–9 or Ages 12–14). The newly developed RL system, which involves 8 remote experiments, was tested with 32 secondary school students from a local public school in order to evaluate its usability, learning, and their perception. The present study was carried out by using a mixed research method, including a questionnaire survey (open‐ended questions) and interviews. The corresponding research tools were specifically developed to collect data on students' perceptions and the implementation issues of the RL system. The survey results revealed that there was no major refinement required for the RL system, which was good enough for further adoption in secondary science education because its methods used to conduct online experiments could (a) extend/enhance the existing practices (with virtual/simulation experiments only) of e‐learning and (b) largely induce students' favourable views and perceptions in their own learning. Besides, negative comments and suggestions for improvement were purposely collected during a follow‐up period with an aim to pinpoint any ways in which the RL system and its design could be refined. They turned out to be very minor and easily fixed, and so the refined RL system is educationally suitable for use in laboratory activities and demonstrations to enhance the learning and teaching of science within and outside the secondary school environment. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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