Virtual Laboratories

At the frontier of most areas in science, computer simulations play a central role. The traditional division of natural science into experimental and theoretical investigations is now completely outdated. Instead, theory, simulation, and experimentation form three equally essential aspects, each with its own unique flavor and challenges. Yet, education in computational science is still lagging far behind, and the number of text books in this area is minuscule compared to the many text books on theoretical and experimental science. As a result, many researchers still carry out simulations in a haphazard way, without properly setting up the computational equivalent of a well equipped laboratory. The art of creating such a virtual laboratory, while providing proper extensibility and documentation, is still in its infancy. A new approach is described here, Open Knowledge, as an extension of the notion of Open Source software. Besides open source code, manuals, and primers, an open knowledge project provides simulated dialogues between code developers, thus sharing not only the code, but also the motivations behind the code.Comment: to appear in Prog. Theor. Phy

The use of computer simulations as an intervention to address misconceptions of Grade 11 Physical Sciences Learners in township schools

Abstract: This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological Pedagogical Content Knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was higher than the pre-test mean score for the experimental group. There was no significant difference between the post-test mean score and the pre-test mean score for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed.M.Ed. (Science Education

Teaching Primary Science with Computer Simulation – an Intervention Study in State of Kuwait

This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely

Training Future Engineers to Be Ghostbusters: Hunting for the Spectral Environmental Radioactivity

Although environmental radioactivity is all around us, the collective public imagination often associates a negative feeling to this natural phenomenon. To increase the familiarity with this phenomenon we have designed, implemented, and tested an interdisciplinary educational activity for pre-collegiate students in which nuclear engineering and computer science are ancillary to the comprehension of basic physics concepts. Teaching and training experiences are performed by using a 4" x 4" NaI(Tl) detector for in-situ and laboratory {\gamma}-ray spectroscopy measurements. Students are asked to directly assemble the experimental setup and to manage the data-taking with a dedicated Android app, which exploits a client-server system that is based on the Bluetooth communication protocol. The acquired {\gamma}-ray spectra and the experimental results are analyzed using a multiple-platform software environment and they are finally shared on an open access Web-GIS service. These all-round activities combining theoretical background, hands-on setup operations, data analysis, and critical synthesis of the results were demonstrated to be effective in increasing students' awareness in quantitatively investigating environmental radioactivity. Supporting information to the basic physics concepts provided in this article can be found at http://www.fe.infn.it/radioactivity/educational

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article

Verification of a computer simulator for digital transmission over twisted pairs.

A dissertation submitted to the Faculty of Engineering, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science in EngineeringThis dissertation verifies a Computer Simulation Package for modeling pulse transmission over digital subscriber loops. Multigauge sections on subscriber cables can be studied. The model used for each section incorporates skin, proximity and eddy current effects. The model allows important quantities such as near end echo and overall transmission distortion of pulses to be.predicted. An experimental facility has been established in the laboratory for the purpose of validating the results produced by the simulator with results obtained over real cables. The experimental facility has as far as possible been automated by making use of computer controlled equipment for direct setup or the experiment, data transfer, and analysis. The results obtained from the pulse propagation program and that obtained from measurements are in close. agreement, rendering the Computer Simulation Package useful for analysing the performance of multi gauge digital subscriber loops.AC 201

Analysis of student behavioural patterns in the use of a virtual laboratory: A comparison of cohorts from two different disciplines

Background: Virtual laboratories are learning tools that are used to prepare students for a downstream “live” laboratory tasks. They are intended to provide students with computer-simulated experimental experiences to support and enrich the learning experience in the corresponding real-life situations. However, prior research in this area in regard to student learning styles using virtual labs and between different cohorts is limited. Aims: To analyse online data retrieved from a virtual pharmacology laboratory module used by science and pharmacy student cohorts in order to determine how students engage with the module. Description of intervention: We collected detailed information regarding student interactions with the virtual lab experience, which was analysed and then compared across the two cohorts. Design and methods: The virtual pharmacology laboratory was based on experiments that tested the effects of increasing drug concentrations on muscle tissue contraction to determine drug potency. Students worked in groups of three, with pharmacy students in first semester (53 groups) and science students in second semester (55 groups). Students completed the task within practical class time but without instruction by the academics or tutors present in the session. In addition to recording the time taken to complete the module, the online computer server also recorded all mouse-click events that occurred in real-time, such as selection and use of equipment, preparing drug solutions and constructing graphical plots. The two cohorts were compared on the time taken to complete the module (one-way ANOVA), and on the frequencies of errors committed by students during the module (two-way Fisher’s exact test). Results: Science students completed the overall task within a significantly shorter duration than pharmacy students. However, pharmacy students acquired individual key objectives using the correct experimental approach, while science students tended to exploit shortcuts to achieve these objectives. Errors committed by students included incorrect use of laboratory equipment (pipettors, organ baths), inappropriate preparation of materials needed to generate expected outcomes (drug solutions and diluents), and failure to adhere to the standard protocol that should be utilised to obtain plots and pharmacological data. These errors were generally significantly more frequent in the science cohort as compared to their pharmacy counterpart. Conclusions: Science students are willing to take shortcuts to complete virtual laboratory tasks, whereas pharmacy students are more methodical and less likely to take risks in their approach. In the coming semesters, we aim to show these data to the science students as an informed teaching practice guide, in order to enhance our teaching of practical-based material