The impact of a web-based virtual lab on the development of students's conceptual understanding and science process skills [Elektronische Ressource] / by Hassan Abd El-Aziz El-Sabagh

Hassan Souni

Sujets

• Naturwissenschaften

Informations

• Publié par: technische_universitat_dresden
• Publié le: 01 janvier 2011
• Nombre de lectures: 31
• Langue: English
• Poids de l'ouvrage: 11 Mo

Extrait

The Impact of a Web-Based Virtual Lab on the Development of Students' Conceptual Understanding and Science Process Skills

Dissertation submitted for the degree of Doctor of Philosophy Educational Technology Department Faculty of Education Dresden University of Technology

By  Hassan Abd El-Aziz El-Sabagh  Assistant Lecturer, Mansoura Univ., Egypt

Supervisor: Prof. Dr. Thomas Köhler Defense Committee: Prof. Dr. Ralf Vollbrecht  Prof. Dr. Thomas Köhler  Prof. Dr. Zaher Mohamed  Dr. Steffen Kersten Day of submission: 25.10.2010 Day of the defense: 28.01.2011

Acknowledgement

Abstract Over the last few years, the use of the web and simulation technologies in school education has become widespread. The purpose of this study was to compare the impact of a web-based Virtual Lab (WVL) environment with that of traditional educational experiencein relation to conceptual understanding and science process skills in natural science for fourth grade primary school students. Using an instructional design model, the author developed a WVL; the design consisted of 3D animations and interactive experimental activities. The research instruments for the study were also developed; two online pre/post tests on conceptual understanding and science process skills were used to collect data. The sample used in the study consisted of 70 students from two primary language schools in Mansoura city, Dakahlyia Governorate, Egypt. The sample was divided into an experimental group and a control group. The author used an experimental design wherein the experimental group was exposed to the WVL, while the control group studied in a traditional setting and performed related activities. The pre-test results indicated that the entry-level for conceptual understanding in science and science process skills of both groups of students were equal, which guaranteed the reliability of the research. The findings of the post-test highlighted the following points: (a) Students in the experimental group had significantly higher mean scores in conceptual understanding especially in two of cognitive levels. (b) The experimental group performed better in science process skills, especially in five of these skills. (c) There was no significant difference in the performance of boys and girls

within the experimental group for science process skills. (d) The estimation of the effect sizes (indication of the level of difference between the post-test scores of the experimental and control group) revealed that, the effect size was large for two skills, medium for three skills, and small for only one skill. In conclusions, the WVL provided considerable support for fourth grade students and helped them to improve their conceptual understanding in science and science process skills. These results go beyond previous research results, which did not focus on very young learners. The use of WVL contributed considerably in elevating learning outcomes; the results provided an empirical evidence of the advantages of web-based learning (WBL) for education policy makers. Keywords: Virtual Lab, web-based learning, 3D animations, simulation, science education, E-learning, science process skills, primary education.

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Abstract in German Language

Zusammenfassung

''Die Auswirkungen eines „Web-Based Virtual Lab“ auf die Entwicklung des konzeptionellen Verständnisses und wissenschaftlichen Prozessskills'' In den letzten Jahren hat sich die Verwendung der Web-und Simulations-Technologien in der Schulbildung weit verbreitet. Der Zweck dieser Studie ist es, die Auswirkungen einer web-basierten Virtual Lab (WVL) Umgebung mit der traditionellen Lehr- Erfahrung in Bezug auf das konzeptuelle verständnis und wissenschaftliche prozessfähigkeiten in den Naturwissenschaften der vierten Klasse der Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt der Autor ein WVL, gestaltet 3D Animationen und interaktive experimentelle Aktivitäten. Die Forschungsinstrumente für die Untersuchungen wurden auch entwickelt, zwei Online-Pre/Post-Tests zum konzeptionellen verständnis und wissenschaftlichen prozessfähigkeiten wurden verwendet um Daten zu sammeln. Die untersuchungs besteht aus 70 Studenten aus zwei primären sprachschulen in Mansoura Stadt, Dakahlyia Governorate, Ägypten. Diese wurden in eine experimentelle gruppe und eine Kontrollgruppe aufgeteilt. Der autor verwendet ein experimentelles untersuchungs design, wobei bei der experimentellen gruppe die WVL eingesetzt wurde, während die Kontrollgruppe in einem traditionellen Rahmen studierte. Die Pre-Test Ergebnisse zeigten, dass des Anfangsstadium des konzeptuelles verständnisses von wissenschaft und wissenschaftlichen prozessfähigkeiten beider gruppen von studenten gleich sind. Die Ergebnisse nach dem WVL-Einsatz haben folgende Punkte hervorgehoben: (A) Studierende in der experimentellen Gruppe haben signifikant höhere Mittelwerte im konzeptionellen Verständnis vor allem in zwei der kognitiven Ebenen erreicht. (B) Die experimentelle Gruppe hat in den wissenschaftlichen prozessfähigkeiten besser abgeschnitten, vor allem in fünf von diesen Fähigkeiten. (C) Es gab keinen signifikanten Unterschiede in den wissenschaftlichen prozessfähigkeiten von Männern und Frauen innerhalb der experimentellen Gruppe. (D) Die Abschätzung der Wirkung des WVL-Einsatzes durch die Höhe der Differenz zwischen dem Pre- und Post-Test-Noten hat ergeben, dass die wirkung für drei der

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fähigkeiten mittelmäßig ist, für zwei fähigkeiten sehr groß und nur für eine fähigkeit klein ist. Die Schlussfolgerung ist, dass die WVL beträchtliche unterstützung gewährt und hilft den Studenten der Klasse vier, ihr verständnis für die Begriffe der Wissenschaft und der prozessfähigkeiten zu entwicklen. Dieses Ergebnis geht weit über die bekannten veröffentlichungen auf diesem Gebiet hinaus. Die Ergebnisse dieser Studie vertiefen das verständnis über lernergebnisse des Virtual Lab und sind eine evidenz für die vorteile von Web-Basiertem Lernens (WBL) mit relevanz für politische entscheidungsträger, auf deisen ausbildungsgebiet. Stichwort: Virtual Lab, Web-basiertes Lernen, 3D-Animationen, Simulationen, wissenschaftliche Bildung, E-Learning, Wissenschaft Prozess Fähigkeiten im Primarbereich.

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Acknowledgement

Acknowledgements Definitely, many great people have contributed to this production. My deepest appreciation is to my supervisor, Professor Thomas Koehler Director of Media Center and Professor of Educational Technology at TUD. I had the chance to have an advisor who gave me the independence to explore on my own and at the same time the guidance to get better when my steps paused. The support for taking part in international conferences motivated me as well. His perceptive guidance, helpful advices and his great patience helped me overcome many problems and finish this dissertation. The author expresses grateful appreciation to Professor Zaher A. Mohamed Professor of Biochemistry at Fayoum University and Part-time professor of Educational Technology and Curriculum Development in Cairo University, Egypt, for the support that helped the author to finish my work and for giving me advices of the dissertation and reviewing it. The author is very thankful to Professor Manuela Niethammer for the discussions that helped me review the educational and technical part of the program and for giving advices of the dissertation. My appreciation for the support and cooperation of Media Center staff. I am thankful to many colleagues who supported me and shared their experiences, especially, Dr. J. Neumann, Ms. A. Schimmeck, Mr. S. Münster, Mr. M. Ksiazek, and Mr. J. Raff. In addition, I would like to thank primary language schools' teachers in Mansoura, Egypt who helped in executing the experimental treatment, especially Mr. M. Abd Allah, Mr. M. El-Morsi, and Mr. Nabil. It is a pleasure to express my gratitude to my wife Noura. I am warmly grateful for her encouragement and understanding to pursue my dissertation. I would like to thank my mother, my sister and brothers for reinforcing me to complete this work. Finally, the author extends his appreciation to the Ministry of Higher Education in Egypt, especially the culture Bureau, Egyptian Embassy in Berlin for the financial support of this research, and for motivating the researchers through regular meetings.  Dresden, October 2010  Hassan A. El-Sabagh

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Table of contents

Table of Contents ABSTRACT ..................................................................................................................... I

ABSTRACT IN GERMAN LANGUAGE................................................................... II

ACKNOWLEDGEMENTS ......................................................................................... IV

TABLEOFCONTENTS.............................................................................................. .V

LIST OF FIGURES...................................................................................................... IX

LIST OF TABLES..........................................................................................................X

LIST OF ABBREVIATIONS .................................................................................... XII

1.

INTRODUCTION TO THE STUDY ................................................................... 1

1.1. I NTRODUCTION .................................................................................................. 1 1.2. T HE EDUCATIONAL SYSTEM AND TECHNOLOGICAL DEVELOPMENT IN THE E GYPTIAN SCHOOLS ...................................................................2.................................... 1.3. R ESEARCH PROBLEM ......................................................................................... 5 1.4. R ESEARCH AIMS ................................................................................................ 7 1.5. O RIGINAL CONTRIBUTION TO KNOWLEDGE ........................................................7 1.6. E XPLANATION OF TERMS ................................................................................... 8 1.7. P ROJECT PLAN ................................................................................................... 8 1.8. D ISSERTATION STRUCTURE ......................................................................9..........

2. THEORETICAL FOUNDATION OF VIRTUAL LAB AND SCIENCE EDUCATION................................................................................................................ 11

2.1. O VERVIEW ...............................................11........................................................ 2.2. T HE V IRTUAL L AB AS AN INSTRUCTIONAL TECHNOLOGY TOOL :A REVIEW OF PREVIOUS RESEARCH ................................................................................................... 11 2.2.1 Introduction ........................................................................................................................ 11 2.2.2 Purpose and questions of this review .................................................................................12 2.2.3 Method of literature review ................................................................................................13 2.2.3.1. Searching and selection procedures ................................................................................13 2.2.3.2. Data analysis ...................................................................................................................13 2.2.4 Results of literature review ................................................................................................. 14 2.2.4.1. Uses of Virtual Labs........................................................................................................ 14 2.2.4.2. Types of research methods .............................................................................................. 18

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2.2.4.3. Data...............llec02co................................................................noittemsdoh................... 2.2.4.4. Research topics, Virtual Lab models and related findings ..............................................23 2.2.5 Discussion and conclusion .................................................................................................30 2.2.6 Limitations of previous empirical studies ...........................................................................31 2.2.7Suggestionsforfutureresearch..........................................................................................32 2.3. T HREE DIMENSION (3D) GRAPHIC AND LEARNING PROCESS ..................3.3.......... 2.4. T HE C ONCEPTS AND S CIENCE P ROCESS S KILLS IN S CIENCE E DUCATION ......... 36 2.4.1. Introduction ........................................................................................................................ 36 2.4.2. Scientific concepts .............................................................................................................. 36 2.4.2.1. Concept Definition ....................................................................................................37 2.4.2.2. Graphic Organizers and Concept Understanding ......................................................37 2.4.2.3.Conclusion................................................................................................................38 2.4.3. Science process skills.......................................................................................................... 39 2.4.3.1. Introduction...............................................................................................................39 2.4.3.2. Taxonomy of science process skills ..........................................................................40 2.4.3.3. Technology and science process skills......................................................................42 2.4.3.4.Conclusion................................................................................................................43 2.5. R ESEARCH HYPOTHESES .................................................................................. 43 2.6. W HAT RESEARCH IS NECESSARY TO GO FORWARD 43? .........................................

3. DESIGN OF A WEB-BASED VIRTUAL LAB AS A RESEARCH ENVIRONMENT ......................................................................................................... 45

4.

3.1. I NTRODUCTION ................................................................................................ 45 3.2. T HE I NSTRUCTIONAL D ESIGN .......................................................................... 45 3.2.1. F IRST P HASE :T HE A NALYSIS ...................................................................... 46 3.2.1.1. The concepts list............................................................................................................. 47 3.2.1.2.ScienceProcessSkills....................................................................................................49 3.2.1.3. Learning Goals and Learning Objectives ......................................................................50 3.2.2. S ECOND PHASE :D ESIGN .............................................................................. 51 3.2.2.1. Identification of the suitable graphics to teach content types ........................................52 3.2.3. T HIRD PHASE :D EVELOPMENT ..................................................................... 53 3.2.3.1. Web-based Virtual Lab prototype .................................................................................. 54 3.2.4. F ORTH PHASE :I MPLEMENTATION ................................................................ 55 3.2.5. F IFTH PHASE :E VALUATION ......................................................................... 55

RESEARCH METHODS AND PROCEDURES .............................................. 57

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5.

6.

7.

8.

4.1. I NTRODUCTION ................................................................................................ 57 4.2. M ETHODOLOGY OF THE STUDY ...75..................................................................... 4.3. V ARIABLES OF THE STUDY ..................58............................................................. 4.4. E VALUATION I NSTRUMENTS .......8.....................................................5................ 4.4.1. Conceptual Knowledge Test ...............................................................................................58 4.4.2. SPS Test .............................................................................................................................. 60 4.4.3. Validity and reliability of measures....................................................................................60 4.4.4. Conclusion .......................................................................................................................... 61 4.5. R ESEARCH OF THE EXPERIMENT ...................................................................... 62 4.5.1. Sampling ............................................................................................................................. 62 4.5.2. Experimental treatment and procedures.............................................................................63 4.5.3. Data collection of research ................................................................................................66 4.5.4. Data processing .................................................................................................................. 66 4.5.5. Data Analysis of the questionnaires ...................................................................................67 4.6. C ONCLUSION ................................................................................................... 68

................................................................................................ RESULTS ... ........... 69

5.1. 5.2. 5.3. 5.4.

P ROOF OF H YPOTHESIS .................................................................................... 69 S UMMARY OF T - TEST RESULTS ........................................................................ 81 H YPOTHESES AND R ESULTS ....................................82......................................... E STIMATION AND I NTERPRETATION OF E FFECT SIZE (ES) ............................... 84

DISCUSSION AND CONCLUSIONS................................................................ 88

6.1. 6.2. 6.3. 6.4.

I NTRODUCTION ................................................................................................ 88 D ISCUSSION OF THE RESULTS ...........................................................88................ C ONCLUSIONS ................................................................................................. 92 R ECOMMENDATIONS ....................................................................................... 94

REFERENCES ..................................................................................................... 96

APPENDICES..................................................................................................... 107

A PPENDIX -ASPST EST ............................................................................................017 A PPENDIX -BC ONCEPTUAL UNDERSTANDING TEST .................................................7.11 A PPENDIX -CS OFTWARE E VALUATION F ORM .......................................................... 125 A PPENDIX -EL EARNING O BJECTIVES ....................................................................... 156

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A PPENDIX -FQ UESTIONNAIRE OF ESTABLISHING TECHNICAL AND EDUCATIONAL STANDARDS LIST ...............................915......................................................................... A PPENDIX -GS CIENCE CHECKLIST AND DEVELOPMENT SPS .................................... 165 A PPENDIX -HCU AND SPST ESTS O UTPUT .............................................................. 171 A PPENDIX -IS UMMARY OF REVIEWED VIRTUAL LAB EMPIRICAL STUDIES ................ 175

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List of Figures F IGURE 1S TRUCTURE OF THE DISSERTATION .................................................................. 10 F IGURE 2S ELECTION OF POTENTIAL BENEFITS OF A V IRTUAL L ABORATORY .................. 12 F IGURE 3M ODES OF USAGE OF V IRTUAL L ABS ............................................................... 17 F IGURE 4T YPES OF RESEARCH METHODS ....................................................................... 20 F IGURE 5D ATA COLLECTION METHODS .......................................................................... 22 F IGURE 6S CIENTIFIC DISCIPLINES ADDRESSED BY V-L AB ............................................... 29 F IGURE 7ADDIE MODEL ................................................................................................ 45 F IGURE 8P ROPOSED INSTRUCTIONAL MODEL FOR V-L AB ENVIRONMENT ....................... 47 F IGURE 9B ASIC CONCEPTS FOR LAB TOOLS ...............................................................4......8 F IGURE 10B ASIC CONCEPTS FOR LABORATORY WARNING SIGNS .................................... 48 F IGURE 11B ASIC CONCEPTS FOR M ATTER ...................................................................... 49 F IGURE 12S UGGESTED DESIGN STRUCTURE USED IN DEVELOPING THE V-L AB .............. 54 F IGURE 13E XPERIMENTAL RESEARCH DESIGN OF THE STUDY ........................................ 57

F IGURE 14S TUDENTS FILLED DATA INTO THE PASSWORD ACCESS PROVIDED BY V-L AB . 64 F IGURE 15S TUDENTS CHAT ROOM PROVIDED BY V-L AB ................................................ 64 F IGURE 16S TUDENTS ’ LOG IN PAGE ................................................................................ 65 F IGURE 17M AIN FEATURES FOR EXPERIMENTAL AND CONTROL GROUPS ........................ 65 F IGURE 18C OMPARISON OF BOTH GROUPS AND SCIENCE PROCESS SKILLS ACQUIRING .... 77 F IGURE 19C OMPARISON OF STUDENTS ' GENDER WITHIN E X .G ROUP CONCERNING EACH SKILL OF SCIENCE PROCESSING ................................................................................ 79 F IGURE 20S UMMARY OF EFFECT SIZES OF V-L AB ON SCIENCE PROCESS SKILLS ............. 87 F IGURE 21V-L AB I NVESTIGATION M ODEL ..................................................................... 92

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