scholarly journals Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

2018 ◽  
Vol 14 (4) ◽  
Author(s):  
Martin Bílek ◽  
Veronika Havlíčková ◽  
Andrej Šorgo
Keyword(s):  
Laboratory Work ◽  
Hands On ◽  
Virtual Dissection ◽  
Biology Laboratory

scholarly journals PENGEMBANGAN MODUL PRAKTIKUM BIOLOGI YANG MEMANFAATKAN BAHAN ALAM SEBAGAI SUMBER BELAJAR BAGI SISWA DI SEKOLAH MENENGAH ATAS (SMA)

2018 ◽  
Vol 9 (02) ◽  
Author(s):  
Mariana Rengkuan Rengkuan ◽  
Dian H O Howan
Keyword(s):  
High School ◽  
Natural Products ◽  
Field Test ◽  
Senior High School ◽  
Laboratory Work ◽  
Science Class ◽  
Literature Study ◽  
Learning Resource ◽  
Biology Laboratory ◽  
Expert Validation

The aim of this research is to generate biology laboratory work module which utilize natural products as learning resource for students in senior high school. This module developed using Borg and Gall model which has been adapted with the needs and aims of this research, therefore, it gained four major stages that will be passed. These stages namely: needs analysys and literature study, matter development (based on needs), expert validation and field test (experimental class). On expert validation limited to matter expert validator whilst for field test, it was decided on students from XII science class as experimental class. The result of this research shown that laboratory module that utilized natural products can be used as learning resource for students in senior high school.

Virtual Laboratory Work for Discovering Gas Solubility in Water

2018 ◽  
pp. 281-297
Author(s):  
Göran Karlsson
Keyword(s):  
Laboratory Experiment ◽  
Scientific Reasoning ◽  
Virtual Laboratory ◽  
Laboratory Work ◽  
Design Experiment ◽  
Gas Solubility ◽  
Solubility In Water ◽  
Hands On ◽  
Solubility Of Gases

Compared to hands-on experiments, virtual laboratory work has the advantage of being both more cost- and time-effective, but also invokes questions about its explorative capacities. The aim of this chapter is to study how students' scientific reasoning was contingent on altered guiding structures within a virtual laboratory experiment. The virtual laboratory was developed through a design experiment involving three successive versions with altered guiding structures. Analysis of 12 dyads' reasoning about gas solubility in water revealed that the problem was not primarily for the students to realize how the volume of gas changed, but rather to understand the concept of solubility of gases. It was also observed how the guiding structures within each version influenced the students' reasoning about the studied phenomenon in certain trajectories.

scholarly journals The Pengembangan Penuntun Praktikum Biologi Berbasis Pendekatan Saintifik untuk MTS/SMP Kelas VII Semester II

2019 ◽  
Vol 3 (2) ◽  
pp. 152
Author(s):  
Ramadhan Sumarmin ◽  
Rizka Khairia Roza
Keyword(s):  
Junior High School ◽  
Student Motivation ◽  
Laboratory Work ◽  
Student Work ◽  
Student Activity ◽  
Scientific Approach ◽  
Validation Score ◽  
Preliminary Research ◽  
Biology Laboratory ◽  
Prototype Phase

The main problem in the Junior High School of West Rengat is the absence of biology laboratory work guide for the practical activities. The presentation of the biology laboratory work guide in the student work sheets, and text books is still in a cookery model. It is not optimal to support student’s skill in science process. The aimed of this research to produce a valid, practical and efffective biology practical guide based on scientific approach for student at class VII of MTs/SMP in 2nd semester. The research used the Plomp model that has the preliminary research, the prototype phase and assessment phase. The data collect used validator sheet, practicalities by teacher and students questionnaires, observations of student activity sheets, student motivation questionnaire, and the paper-pencil test to cognitive student competence. The data were analyzed with the description of the percentage. The results showed that the biology laboratory work guide based on scientific approach for student at class VII of MTs/SMP in 2nd semester have validation score 83,05% (very valid category), the practicalities score 87,56% (very practice), and effectiveness score 84,36% (very effective). It can conclude that the biology laboratory work-guide based on scientific approach for student at class VII of MTs/SMP in 2nd semester has very valid, practical, and effective.

scholarly journals An Artificial Intelligence Tool for Accessible Science Education

2021 ◽  
Vol 24 (1) ◽  
pp. 1-14
Author(s):  
Jacob D. Watters ◽  
◽  
April Hill ◽  
Melissa Weinrich ◽  
Cary Supalo ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Science Education ◽  
Modern Science ◽  
Laboratory Work ◽  
Raspberry Pi ◽  
Virtual Lab ◽  
Full Participation ◽  
Hands On ◽  
Voice Control ◽  
Amazon Web Services

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, the MSU Denver Virtual Lab Assistant (VLA), using Amazon Web Services (AWS), Amazon Alexa Skills Kit (ASK), Alexa smart speaker, and a microcontroller (Raspberry Pi). The VLA can be used as a virtual assistant in the lab in combination with other access technologies and devices. The VLA allows students with VI to perform the hands-on laboratory work by themselves simply using voice control. The VLA can be accessed through any smartphone or Amazon Echo device to assist general science lab procedures. The VLA is designed to be applicable to different science laboratory work. It is also compatible with other common accessible electronic devices such as the Talking LabQuest (TLQ). We believe that the VLA can promote the inclusion of learners with VI and be beneficial to general accessible science education work.

Hands-on Education of Robotics Department for Four Years of College

2011 ◽  
Vol 23 (5) ◽  
pp. 789-798 ◽  
Author(s):  
Yasuo Hayashibara ◽  
◽  
Shuro Nakajima ◽  
Ken Tomiyama ◽  
Kan Yoneda
Keyword(s):  
Laboratory Work ◽  
Control Engineering ◽  
Useful Knowledge ◽  
Hands On ◽  
Information Engineering ◽  
Mechanism Control ◽  
Engineering Mechanics ◽  
Institute Of Technology ◽  
Advanced Robotics ◽  
Mechanical Dynamics

In this paper, we introduce engineering education at the Department of Advanced Robotics, Chiba Institute of Technology. At the department, we try to teach useful knowledge and provide laboratory work leading to useful experience. One purpose of the curriculum is to enable students to design a system with a mechanism, control circuit, and computer programming. We then provide many lectures related to system design – control engineering, mechanics, mechanical dynamics, electronic circuits, information engineering, mechanical drawing, and so on – and provide laboratory work on related theory in the lectures. Laboratory work helps students understand abstract theories that are difficult to understand based on desk study alone. This laboratorywork continues fromthe first to fourth years. In addition, we provide many project studies. Some students try to develop their own systems through extracurricular studies. Through the project, students obtain much knowledge and experience. After introducing our curriculum, we discuss the results of this curriculum.

A Study on the Use of Interactive Multimedia Courseware in the Learning of Rat Dissection

1998 ◽  
Vol 26 (3) ◽  
pp. 235-242 ◽  
Author(s):  
Johnson Y. K. Ngai ◽  
K. S. Chan
Keyword(s):  
Large Class ◽  
Development Process ◽  
Interactive Multimedia ◽  
Cost Effective ◽  
Evaluation Study ◽  
Multimedia Technology ◽  
Traditional Media ◽  
Effective Manner ◽  
Hands On ◽  
Biology Laboratory

Traditionally, students learned rat dissection through reading printed dissection guides, observing teacher demonstration, and hands-on dissection practice in a Biology laboratory. Teacher demonstration was always not very effective for a large class of students. Hands-on practice consumed a lot of rats before students could master the basic skills of rat dissection. Expenditure in terms of time and resources was high in the learning of rat dissection. To help students learn rat dissection in a more cost-effective manner, the authors designed and developed an interactive multimedia courseware. In addition, the authors had made an innovative use of multimedia technology to perform assessment in a manner which was not possible with traditional media. This article summarized the findings of an evaluation study of the interactive multimedia courseware. The evaluation study looked into students' attitude toward the interactive multimedia courseware, and the problems encountered during the use of the courseware. Lastly, the authors' reflection of the development process and product courseware also constituted part of the evaluation.

A Test of Effectiveness of Courseware in a College Biology Class

1992 ◽  
Vol 21 (1) ◽  
pp. 79-84 ◽  
Author(s):  
Daniel More ◽  
Charles L. Ralph
Keyword(s):  
First Year ◽  
State University ◽  
Colorado State University ◽  
College Biology ◽  
Biology Class ◽  
Time Period ◽  
Hands On ◽  
Laboratory Group ◽  
Traditional Approaches ◽  
Biology Laboratory

At Colorado State University we designed an experiment wherein approximately half of a class of 184 students in a semester, first-year biology class was placed in a traditional hands-on, experiential laboratory for two hours per week and the other half was placed in a facility with Macintosh computers to view courseware for the same time period. Computer-presented tutorial and simulation of biology laboratory concepts proved to be as good as or better than traditional approaches in increasing student academic performance. The courseware-using group performed better ( p < 0.05) than the traditional laboratory group in overall lecture examination scores, when the pretest scores of the two groups were factored in. Curiously, attitudes in regard to the use of the courseware showed a striking negative trend in this experiment.

Exploring the Impact of Virtual and Physical Dissection Activities on Students’ Understanding of Engineering Design Principles

2008 ◽  
Author(s):  
Ann F. McKenna ◽  
Wei Chen ◽  
Timothy W. Simpson
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Maximum Level ◽  
Cost Effective ◽  
Design Principles ◽  
Production Method ◽  
Hands On ◽  
Virtual Dissection ◽  
The Impact ◽  
And Storage

Product dissection has become a popular pedagogy for actively engaging engineering students in the classroom through practical hands-on experiences. Despite its numerous advantages, dissection of physical products has many drawbacks, including not only the costs required to start-up and maintain such activities but also the workspace and storage space needed for the products and tools used to dissect them. This paper presents results from on-going research that is investigating the extent to which dissection of virtual representations of products — what we refer to as virtual dissection — can be used in lieu of physical product dissection in the classroom. In particular, we found positive learning gains in students’ ability to identify and describe the function and production method of components contained in a hand-held power drill, for both physical and virtual dissection groups. However, the data also reveal differences in the overall maximum level attained as well as differences in the range and types of components identified between the groups. While we recognize that virtual dissection will never provide the same hands-on experiences as physical dissection, we contend that virtual dissection can be used effectively in the classroom to increase students’ understanding of engineering design principles. By substantiating this impact, we can help establish cost-effective sets of computer-based dissection activities that do not require extensive workspace and storage spaces and can be easily scaled to any size classroom.

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