Effectiveness of blended physics laboratory experimentation on pre-service physics teachers’ understanding of the nature of science

Abstract

The objective of this study was to examine the effectiveness of blended physics laboratory experimentation on pre-service physics teachers’ (PSPTs’) understanding of the nature of science (NOS) during an electricity and magnetism laboratory course. The study used a non-equivalent comparison group using a pre-test-post-test quasi-experimental design that contrasted blended, virtual, and real mode of physics experimentations. A total of 63 PSPTs, 16 in blended experimental group, 26 in virtual experimental group, and 21 in real experimental group, participated in the study. Except for the type of manipulatives, the experiments in all the three cases were the same. Quantitative Likert-type questions were administered before and after the intervention and open-ended questions were administered after the intervention. The quantitative data were analyzed using one-way ANOVA and ANCOVA, while the qualitative data were categorized under naïve, mixed, and informed views. The results revealed that experimenting with blended, virtual, and real manipulatives were found to be ineffective in enhancing understanding of NOS on the PSPTs’. Apart from the type of experiment used, it was suggested that adequate consideration be paid to NOS issues in the laboratory courses in order to obtain well-educated and trained physics teachers.

Histopathological Picture of the Pancreas of Mice (Mus Musculus) Diabetes Induced by Streptozotocin-Sukrosa by Giving Pepaya Seed Extract (Carica Papaya L.)

“…This study aims to assess blood sugar and see the histopathological picture of the pancreas of mice in 5 groups, namely the positive control group (acarbose), negative control (no drug), and 3 treatments (papaya seed extract with several levels/concentrations). The research design used pre and post-test control group design and true experimental laboratories (Mihret et al, 2023). The research was conducted in 2 places, namely the research laboratory of the Faculty of Medicine, Christian University of Indonesia (FK UKI) and the diagnostic laboratory of the Bogor Veterinary Research Center (BB Litvet) in April 2021 -May 2022.…”

Literature Study: Using Schoology LMS in Physics Learning at Schools in Indonesia

“…Blended learning is also used to describe other blends, such as combining different teaching methods, pedagogical approaches, and technologies [35]. Apart from that, in physics learning, the term blended learning can also be used in practical activities, namely combining direct practicum with virtual practicum [36].…”

Effectiveness of Real and Computer-Assisted Experimental Activities in Moroccan Secondary School Physics Education

“…was initially intended to enhance the comprehension of scientific concepts [4], it could potentially be one of the factors leading to challenges faced by students in acquiring knowledge, particularly in scientific disciplines. This observation aligns with a significant body of research in the field of learning and education [5], [6].…”

“…With the advent of information and communications technology (ICT), various modes of experimentation in physics laboratories have emerged, including blended and virtual manipulatives, serving as alternatives to traditional physical experiments [4]. Some of the research discussed the advantages of virtual experiments and their manner of use [25].…”

“…As for Develay, the experimental approach is thus imposed by the neutrality Effectiveness of Real and Computer-Assisted Experimental Activities in Moroccan Secondary School Physics Education and objectivity of its users and subjects the ideas to the test of experimentation [2], which is confirmed by Claude Bernard, that is, based on the observed reality, the researcher proposes hypotheses submitted for examination and experiment, and after obtaining the results and interpreting them, concludes the validity of the hypothesis, or its rejection, and seeks another explanation [3]. Nevertheless, this approach, initially designed to build and facilitate the understanding of scientific concepts [4], could be one of the factors contributing to the challenges encountered by students in acquiring knowledge, especially in scientific disciplines, according to much of the research on learning and education [5], [6]. These troubles are due, in physics, for example, to the limitations of the implementation of experimental activities and the lack of scientific equipment in school laboratories [7]- [9].…”