The effects of augmented virtual science laboratories on middle school students' understanding of gas properties
Jennifer L. Chiu, University of Virginia, United States ; Crystal J. DeJaegher, University of Notre Dame, United States ; Jie Chao, Concord Consortium, United States
Computers & Education Volume 85, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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
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.
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