Virtual Laboratories as Preparation to a Practical Laboratory Course at the Example of Genetics

A virtual laboratory is an abstraction of a real laboratory and allows for executing experiments in a computer-based simulation. Goal of virtual laboratories is to train the student’s procedural knowledge that is needed for conducting experiments in a real laboratory environment. Students can train themselves comfortably in a secure environment using the computer and without wasting precious resources such as substances and devices. Different aspects of virtual laboratories in the field of genetics have been evaluated in the past. However, to the best of our knowledge there is so far no evaluation carried out that is investigating the impact of training with a virtual laboratory to the realworld laboratory course. In order to address this gap, we have conducted a comparative study using the photorealistic virtual laboratory GenLab for genetics and genetic engineering. While one group of students (n=18) did receive a training using GenLab prior to real-world laboratory experimentation, the others did not (n=14). We recorded the students’ own assessment of the experiments complexity and comprehensibility. For two experiments, we recorded more detailed information as they were trained using GenLab in the treatment group. In addition, we measured the time needed by the students for conducting experiments in a real laboratory course. The results show that there are some significant differences for the more complex experiment tasks, while this was not observed for the less complex ones. The differences might be explained by the amount of repetitive and rather simpler tasks versus some other tasks that are also repetitive but require higher concentration in order to avoid mistakes. Furthermore, the more complex experiment was reproduced more closely in the virtual lab. This indicates that procedural knowledge is best acquired when the experiment can be reenacted virtually step by step. Overall, working with the virtual lab was perceived positively by the students. Hence, its integration within the curriculum of genetics is considered to be beneficial for the students’ motivation and their preparedness for the real-world lab

An exploration of multimedia programs in the teaching of photosynthesis

This thesis investigates the effectiveness of two multimedia programs in delivering an understanding of the light - dependent reaction of photosynthesis. One program, Cells and Energy, was adaptive, whilst the other, Photosynthesis Explorer, was interactive (a practical simulation). To inform the value of these different designs an empirical study was conducted. Ten pairs of participants were allocated to use one or other of the programs. During their use and with the researcher's support, members of each pair attempted to learn about the light-dependent reaction. Whilst doing so, audio and visual data were captured to provide information as to participants' and researcher's activities related to this learning process. Each participant's understanding was determined by matched pairs tests - as a pre-test and as immediate and delayed post-tests. The programs generated a highly significant difference (p Photosynthesis Explorer group took about three times as long to deliver this equivalent effect. By employing Laurillard's Discourse Model for evaluating events, which were recorded during the programs' use, this research provided evidence of the importance of feedback as scaffolding and support in delivering knowledge and understanding. The recorded, as well as test, data revealed misconceptions. Their effects on learning were complex as were cognitive conflict episodes arising from them, whose resolution was multifaceted

Explaining students' deep and surface approaches to studying through their interactions in a digital learning environment for mathematics

This thesis presents the results of a study that embraces and tests Entwistle's theory of deep and surface approaches in relation to students’ interaction with a digital learning environment for mathematics, in real conditions, during tutorial sessions. In contrast to most of the work in the field that seeks ways of adapting a system to students’ specific learning styles, the aim is to find ways to support tutors and researchers to identify students’ prominent approach in order to ultimately encourage the adoption of a deep approach to studying while discouraging a surface approach. To achieve this aim there is an in-depth examination of the relationship between the various scales and subscales of the Approaches and Study Skills Inventory for Students (ASSIST) and metrics occurring from the interaction in the digital learning environment ActiveMath. Furthermore, the potential influence of students’ prior knowledge in mathematics in “deep” and “surface” models is discussed. The results point to insights for tutors regarding identifying students’ deep and surface approaches from their interaction with the digital learning environment; suggestions regarding the design of features that encourage a deep approach to studying; and methodological recommendations for researchers regarding future studies which can help to distinguish further deep and surface approaches and to examine them in similar or different educational settings