期刊
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
卷 30, 期 1, 页码 16-30出版社
SPRINGER
DOI: 10.1007/s10956-020-09866-0
关键词
Virtual laboratories; Undergraduate; Science education; Engineering education; Laboratory education
The current research on virtual laboratories (V-Labs) mainly focuses on evaluation and changes in content knowledge, lacking diverse theoretical and methodological approaches. Studies are primarily centered on science, with a lack of exploration on individual experiences and social learning environments.
Current technology has the capacity for affording a virtual experience that challenges the notion of a teaching laboratory for undergraduate science and engineering students. Though the potential of virtual laboratories (V-Labs) has been extolled and investigated in a number of areas, this research has not been synthesized for the context of undergraduate science and engineering education. This study involved a systematic review and synthesis of 25 peer-reviewed empirical research papers published between 2009 and 2019 that focused on V-Labs. The results reveal a dearth of varied theoretical and methodological approaches where studies have principally been evaluative and narrowly focused on individual changes in content knowledge. The majority of studies fell within the general domain of science and involved a single 2D experience using software that was acquired from a range of outside vendors. The perspective largely assumed V-Labs to be a teaching approach, providing instruction without any human-to-human interaction. Positive outcomes were attributed, based more on novelty than design, to improved student motivation. Studies exploring individual experiences, the role of personal characteristics or environments that afforded social learning, including interactions with faculty or teaching assistants were noticeably missing.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据