Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills

Kolil, Vysakh Kani; Achuthan, Krishnashree

doi:10.1007/s10639-024-12858-x

Educ Inf Technol

2024

DOI: 10.1007/s10639-024-12858-x

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Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills

Vysakh Kani Kolil,

Krishnashree Achuthan

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2024

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Cited by 3 publications

References 51 publications

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Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

da Silva Júnior,

Girotto Júnior,

Morais

et al. 2024

Pure and Applied Chemistry

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The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

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Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

da Silva Júnior,

Girotto Júnior,

Morais

et al. 2024

Pure and Applied Chemistry

View full text Add to dashboard Cite

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The Frontier Areas’ Student Acceptance of Physics Fun-based Mobile Application: Incorporating the Process-Oriented Guided-Inquiry Learning (POGIL) Strategy

Yusuf,

Setyosari,

Kuswandi

et al. 2024

Participatory Educational Research

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The acceptability of technology is an essential factor to consider, particularly in frontier areas that encounter challenges related to availability and limited educational resources. This study aims to evaluate the acceptance of physics learning tools in a virtual laboratory (V-Lab) platform, utilizing the POGIL strategy, referred to as the Physics Fun-based mobile application. Mobile learning refers to the learning process carried out through mobile devices such as smartphones. The implementation took place at a senior high school located in West Papua Province, one of Indonesia's frontier areas, with 136 students participating. The Technology Acceptance Model (TAM) and Theory of Reasoned Action (TRA) were employed in this quantitative study. Structural Equation Modeling (SEM) was implemented for data analysis. The findings indicated that Attitude (ATT) and Behavioral Intention (BI) were significantly influenced by Perceived Ease of Use (PEU) and Subjective Norm (SN), respectively, while Perceived Usefulness (PU) did not have a direct effect on ATT. As a result, to enhance the acceptance of technology, teachers and technology developers should prioritize enhancing ease of use and reinforcing social factors. This should be done with a particular emphasis on the social benefits and simple accessibility of technology in the learning process, particularly in frontier areas.

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Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

Diab,

Daher,

Rayan

et al. 2024

MTI

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In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical thinking and problem-solving skills. This study aimed to explore the impact of simulations, with a focus on PhET, on improving elementary students’ learning outcomes, an area that remains under-researched. The study compared the performance of two groups of third-grade students: one group learned about solubility using PhET simulations, while the other relied on traditional textbook instruction. Each group comprised fifty students. The study lasted for a two-month period. The instructional approach was investigative learning. Data were gathered through student responses to materials science questions aligned with Bloom’s Taxonomy, allowing for a detailed evaluation of their understanding and application of scientific concepts. Responses were assessed for accuracy and scored accordingly. We ran an independent-sample t-test to decide whether the difference in the mean score in science achievement between the two research groups was significant. The results showed that students using PhET simulations not only achieved significantly higher scores but also demonstrated their ability to explain their reasoning during problem-solving tasks. These findings emphasize the substantial advantages of incorporating digital tools like PhET simulations into elementary science education, as they enhance conceptual understanding and better equip students to tackle future scientific challenges. The present research results complement the previous research on using technology in the chemistry elementary classroom and add the issue of simulations to this research. The results of this study are centered on the topic of solubility. To broaden the generalizability of these findings, future research should examine the effects of simulations on student achievement in a wider range of elementary science topics.

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Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills

Cited by 3 publications

References 51 publications

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

The Frontier Areas’ Student Acceptance of Physics Fun-based Mobile Application: Incorporating the Process-Oriented Guided-Inquiry Learning (POGIL) Strategy

Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

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