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Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry

机译：科学与数学内容虚拟可视化实验室（Vlab-SMC），特别参考化学的教与学

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Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist-Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab-Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of 'Salts and Acids'.
机译：对学校和大学中的科学和数学教学的研究表明，可用的教学模式无法有效地灌输对科学和数学概念的理解，以及学习者成为未来的优秀科学家（包括数学家）所需的正确科学和数学技能。新技术的广泛发展，通过促进新的学习和教材的设计，对教育产生了显着影响，可以提高学习者对科学和数学的态度，以及先进的互动式个性化学习过程的合理性。计算机在科学和数学教育中的实用性；作为允许访问所有类型信息（文本，图像，不同类型的数据，如声音，图形以及触觉，如气味和触觉）的交互式通信介质；作为通过模拟科学和数学现象以及实验来解决问题的工具；以及测量和监控科学实验室实验。本文将重点介绍基于认知主义-建构主义-情境发展生命周期模型以及教学设计（ID）模型的科学与数学内容虚拟可视化实验室（VLab-SMC）的设计和开发，以便实现其教学目标。但是，本文仅重点介绍VLab-SMC中的虚拟实验室之一，即化学教学虚拟实验室（VLab-Chem）。开发生命周期涉及要使用的教育媒体，内容的度量以及所涉及的创作和编程； ID模型涉及认知，建构主义和情境理论在一般VLab-SMC模块和Vlab-Chem模块建模中的应用，使用诸如“边干边学”，上下文学习，3D实验仿真和真实等概念动画以基于真实实验室创建虚拟实验室。初步的初步研究显示了VLab-Chem的积极指标，用于“盐和酸”主题的化学教学。

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