Web based Virtual Laboratories (Web-VLs)

10th SCIENTIX W/SBrussels, 26-28 Feb 2016

Ioannis Lefkos

Laboratory work Laboratory work is considered to

be a key factor in Science Education Students can acquire a better and

deeper understanding of physical phenomena and can develop scientific way of thinking.

However, several studies provide evidence that during hands-on experiments students often tend to spend most of their time on handling equipment

Thus limiting the effectiveness of hands-on experimentation

Virtual laboratories (VLs) have emerged as powerful environments which can successfully support experimentation and student activities

Simulation based on the scientific model that describes interaction of the objects

A large number of research studies Virtual vs. Real

virtual laboratories, as educational environments, are not inferior to their real counterparts

Virtual Laboratories

Web-based Virtual Laboratories:Optics, Electric circuits, Thermal Phenomena

Project

Offer all the features of Virtual Laboratories

Are accessible freely at any time over the internet

May break the natural barrier between the classroom, the laboratory, the school, and the community (students – parents)

Formal or Informal educational setting

Web-based VLs

A lot of Applets available - Typically : Do not have a realistic look and feel AND / OR Are limited to predefined set-ups Conceptually oriented vs. Manipulation oriented

additionally

Web VLs vs. Typical Applets

Thermolab – Web VLmaterialsCommon•Orange soda•Coffee

Liquid •Water •Olive oil•Milk Soluble •Salt •Sugar

Solid•Iron•Lead•Gold

Thermolab – Web VLContainers

Glass•100, 250, 600ml

Aluminium white•100, 250, 600ml

Aluminium•100, 250, 600ml

Ceramic•100, 250, 600ml

Thermos (Dewar flask)•600ml

Thermolab – Web VLDevices

Hot plates•Adjustable power

Sink / water tap•-50 έως 90οC

Chamber for instant heating/ cooling•-50 to 90οC

Thermolab – Web VLInstruments

Timer / simulation control•Start•Pause•Stop / Reset

Volume meter•Solid materials

Thermometer•Liquid / solidmaterials

Thermolab – Web VLRegulators

Chamber for instant heating / cooling-20 to90οCTap water-50 to 90οC

Room temperature-50 to150οCTime accelerationx1 to x100

Thermolab – Web VLData displayGraph1: Temperature vs. time

Graph3: Volume vs. time

Graph2: Heat energy vs. time

Info Board-selected object

In accordance with:

Technical specifications of the implementation Theoretical model to be represented (simulated)

within the laboratory Decisions concerning didactics and pedagogy Literature review of studies concerning the use

of simulations and virtual laboratories

Design principles

Some of the main features are : The look and feel of a real laboratory room

◦ The presented phenomena are animated so the user gets a feed back off the process

◦ Instruments and gauges are also presented like in real life Graphs in real time directly related to the presented

phenomena The user can set-up any experiment using every available

object, choosing the initial conditions and other parameters and control the experiment in every way

Every set-up is constructed by the user with direct manipulation of objects and parameters.

Implementation

The experimental set-up is not predefined

The set-up can be changed even while the simulation is “running”

User input seems like in real life

There are also some “virtual” elements, not available in a real life laboratory (time acceleration, room temperature control)

Inovation

Flexible, can be adopted to any kind of teaching method and can also be used for various types of investigation

Besides content learning, this kind of virtual laboratory can also help for developing procedural knowledge (experimentation)

Under certain conditions, it is possible for skills to be transferred between the virtual and the real world.

Didactics and Pedagogy

Some suggestions for guided investigations using the Virtual laboratory, were provided for the project in worksheets

Modular structure, including steps like◦ Prediction, ◦ Experimentation (Set-up, observe, take

measurements), ◦ Explanation, ◦ Conclusion and ◦ Reflection

The overall structure follows the form Predict – Observe - Explain, POE.

Worksheets

For your attentionThank You

Η στρατηγική ΠΠΕ συνήθως περιλαμβάνει: ◦ (i) μια κατάσταση και ζητά μια αιτιολογημένη πρόβλεψη για αυτό που θα

συμβεί, όταν γίνει κάποια αλλαγή◦ (ii) την πραγματοποίηση της αλλαγής και την παρατήρηση, και ◦ (iii) την προσπάθεια να εξηγηθούν όποιες διαφορές εμφανίζονται μεταξύ

πρόβλεψης και παρατήρησης. Δίνει στο μαθητή τη δυνατότητα να κατανοήσει, να

παρακολουθήσει και να αξιολογήσει τις διερευνητικές δραστηριότητες.

Προσφέρει στους μαθητές, μεταξύ άλλων, ένα πλαίσιο που καθοδηγεί τη σκέψη τους

Βελτιώνει την εννοιολογική κατανόηση και τις ικανότητες επίλυσης προβλημάτων αλλά επίσης αναπτύσσει σημαντικά τις μεταγνωστικές ικανότητες των μαθητών.

POE: Predict -Observe -Explain