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The effects of augmented virtual science laboratories on middle school students' understanding of gas properties
ARTICLE

, University of Virginia, United States ; , University of Notre Dame, United States ; , Concord Consortium, United States

Computers & Education Volume 85, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The Next Generation Science Standards (NGSS) emphasize authentic scientific practices such as developing models and constructing explanations of phenomena. However, research documents how students struggle to explain observable phenomena with molecular-level behaviors with current classroom experiences. For example, physical laboratory experiences in science enable students to interact with observable scientific phenomena, but students often fail to make connections to underlying molecular-level behaviors. Virtual laboratory experiences and computer-based visualizations enable students to interact with unobservable scientific concepts, but students can have difficulties connecting to actual instantiations of the observed phenomenon. This paper investigates how combining physical and virtual experiences into augmented virtual science laboratories can help students build upon intuitive ideas and develop molecular-level explanations of macroscopic phenomena. Specifically, this study uses the

Citation

Chiu, J.L., DeJaegher, C.J. & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85(1), 59-73. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.02.007

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