在科学和工程教育中的物理和虚拟实验室
Ton de Jong1, Marcia C Linn, Zacharias C Zacharia
1Department of Instructional Technology, Faculty of Behavioral Sciences, University of Twente, 7500 AE Enschede, Netherlands. a.j.m.dejong@utwente.nl
概括
吸引科学教育对未来的科学家来说至关重要. 本文对比实体实验室和虚拟实验室,建议采用混合方法来增强学生的学习和科学技能发展.
科学领域:
- 科学教育教育科学教育.
- 基于调查的学习学习.
- 对于STEM教育来说,这是非常重要的.
背景情况:
- 需要一个熟练和热情的未来科学劳动力.
- 目前的教育方法利用物理和虚拟实验室进行科学参与.
- 学生的动机和兴趣是科学职业选择的关键因素.
研究的目的:
- 审查和对比物理与虚拟科学调查的教育价值.
- 为整合实体和虚拟实验室体验提供建议.
- 为了加强学生的科学学习成果.
主要方法:
- 对比物理和虚拟科学调查研究的文献综述.
- 分析不同实验室环境中的学生参与和学习研究.
- 综合发现,以告知科学教育的最佳实践.
主要成果:
- 物理实验室和虚拟实验室都为科学学习提供了独特的好处.
- 物理实验室提供了与物质世界的实践互动.
- 虚拟实验室利用模拟来探索复杂的现象和数据.
结论:
- 结合实体和虚拟实验室的混合方法可以最大限度地提高学生的参与度和科学理解.
- 整合多样化的调查方法对于有效的科学教育至关重要.
- 未来的倡议应该集中在为年轻学习者创造激励和技能建设的科学经验上.
相关概念视频
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