科学虚拟实验室结合示范方法对初中学生在科学课程中的科学素养能力的影响
Diah Puji Lestari1, Supahar2, Paidi2
1Department of Educational Science, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia.
Education and information technologies
|June 26, 2023
概括
将虚拟实验室模拟与示范方法相结合,可以显著提高初中学生的科学素养. 这种混合方法在提高科学理解方面被证明是最有效的,而不是单独使用虚拟实验室或演示.
科学领域:
- 教育技术的教育技术
- 科学教育科学教育教育.
背景情况:
- 虚拟实验室提供模拟学习体验,以补充传统方法.
- 现实世界的实验室有虚拟工具可以解决的局限性.
- 提高科学素养对于初中学生的科学教育至关重要.
研究的目的:
- 评估将虚拟实验室与示范方法相结合对学生科学素养的影响.
- 将这种综合方法的有效性与单独的虚拟实验室和单独的示范方法进行比较.
主要方法:
- 在102名初中学生 (12-14岁) 上,采用了准实验性设计.
- 建立了三个小组:虚拟实验室+演示 (实验1),仅虚拟实验室 (实验2) 和仅演示 (控制).
- 测试前和测试后的多选项评估测量了干预前和后的科学素养,使用混合方法ANOVA进行分析.
主要成果:
- 所有组在科学素养分数从预测到测试后显著改善 (p <0.05).
- 虚拟实验室和示范方法的组合 (实验1) 产生了最高效果大小 (84.5%).
- 单单虚拟实验室 (实验2) 显示了实质性的效果大小 (78.5%),其次仅仅是示范方法 (对照组,74.3%).
结论:
- 虚拟实验室与示范方法的整合是提高初中学生科学素养的最有效策略.
- 虚拟实验室是提高科学教育的宝贵工具,在独立使用时提供显著的好处.
- 虚拟和传统方法都有助于提高科学素养,但混合方法可以最大限度地提高教育成果.
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