Using Hands-On and Virtual Laboratories Alone or Together―Which Works Better for Acquiring Knowledge and Skills?

Hasan Ozgur Kapici* (Corresponding Author), Hakan Akcay, Ton de Jong

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

14 Citations (Scopus)
1 Downloads (Pure)

Abstract

Although hands-on laboratory experiments are traditionally used in schools, virtual laboratories have entered today’s classrooms, due to their specific affordances. In this study, we compared the effect of using hands-on and virtual laboratories in isolation to two different combinations on middle school (7th grade) students’ acquisition of conceptual knowledge and inquiry skills. Our findings indicate that using hands-on and virtual laboratories sequentially instead of in isolation gives better results for students’ acquisition of knowledge and inquiry skills. This result, together with similar findings from other studies, suggests that virtual and hands-on laboratories may have complementary affordances. In the current study, no advantage was seen for either of the two different combinations used.

Original languageEnglish
Pages (from-to)231-250
Number of pages20
JournalJournal of science education and technology
Volume28
Issue number3
Early online date2 Jan 2019
DOIs
Publication statusPublished - 15 Jun 2019

Keywords

  • UT-Hybrid-D
  • Hands-on laboratory
  • Inquiry skills
  • Science teaching
  • Virtual laboratory
  • Conceptual knowledge

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