The role of virtual and remote labs in promoting conceptual understanding of students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F12%3A10196378" target="_blank" >RIV/00216208:11320/12:10196378 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The role of virtual and remote labs in promoting conceptual understanding of students

Popis výsledku v původním jazyce

Laboratory-based courses play a critical role in science education, yet there is a disagreement between science and engineering educators about whether and which types of technology mediated lab works should be involved to promote better conceptual understanding, design skills and professional skills of learners. In this study we focused on the evaluation of an efficiency of different types of e-labs, using Ma, Nickerson four dimensional models of educational goals. We found different patterns and enlarged the model to 5 dimensions. We tried to clearly specify the differences, advantages and disadvantages of all 3 kinds of e-labs according to educational goals to be reached. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics have a relationship to learner characteristics or prior experience. In the second part of the study we focused on investigating ( not verifying) the hypothesis, that it is not the

Název v anglickém jazyce

The role of virtual and remote labs in promoting conceptual understanding of students

Popis výsledku anglicky

Laboratory-based courses play a critical role in science education, yet there is a disagreement between science and engineering educators about whether and which types of technology mediated lab works should be involved to promote better conceptual understanding, design skills and professional skills of learners. In this study we focused on the evaluation of an efficiency of different types of e-labs, using Ma, Nickerson four dimensional models of educational goals. We found different patterns and enlarged the model to 5 dimensions. We tried to clearly specify the differences, advantages and disadvantages of all 3 kinds of e-labs according to educational goals to be reached. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics have a relationship to learner characteristics or prior experience. In the second part of the study we focused on investigating ( not verifying) the hypothesis, that it is not the

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

2012 INTERNATIONAL CONFERENCE ON INTERACTIVE MOBILE AND COMPUTER AIDED LEARNING (IMCL)

ISBN

978-1-4673-4924-6

ISSN

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e-ISSN

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Počet stran výsledku

6

Strana od-do

42-47

Název nakladatele

IEEE

Místo vydání

NEW YORK

Místo konání akce

Amman

Datum konání akce

6. 11. 2012

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000315346700008