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Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills.

机译：模拟和虚拟科学实验室实验：提高批判性思维和高阶学习技能。

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摘要

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, η2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, η 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.
机译：在高等教育中，使用交互式计算机模拟进行的虚拟实验室实验并未以足够广泛的速率用作替代实验室科学课程的可行选择。传统的实验室实验是目前的常态，并没有解决与整个教学过程相关的询问，批判性思维和认知（与Pyatt和Sims，2007； 2011； Trundle和Bell，2010）。对一所两年制社区大学的150名学习者进行了因果比较的定量研究，以确定模拟实验室实验对高阶学习，批判性思维技能和认知负荷的影响。治疗人群使用模拟实验，而非治疗部分进行传统的说明性实验。使用修订的两要素研究过程调查，学习调查表的动机策略和科学态度清单调查进行了比较，并使用重复测量方差分析测试了治疗还是未治疗。对于高阶学习[F（1，148）= 30.32，p = 0.00，η2= 0.12]和批判性思维技巧[F（1，148）= 14.64，p]都发现了模拟实验室实验的主要效果。 ＝ 0.00，η2 ＝ 0.17]，因此模拟显示比传统实验更大的增加。实验室后治疗组的自我报告显示，与非治疗组相比，高阶学习和批判性思维技能的边际均值（+4.86）增加。模拟还提高了科学技能和对基本科学主题的掌握。建议进行其他研究，以确认学习者的批判性思维技能因整个学期发生的教学方法不同而发生变化。

著录项

  • 作者

    Simon, Nicole A.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Education Community College.;Education Sciences.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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