Abstract
AbstractThe focus of this paper is tο inform the research about and practice of laboratory experimentation in STEM+ education, which can be enacted with the use of physical laboratories (PL) and/or virtual laboratories (VL). Theoretical perspectives and empirical evidence are discussed. The theoretical perspectives were drawn from embodied cognition theories and haptic perspectives on learning, and the empirical evidence was drawn from studies focusing on the comparison and combination/blending of VL and PL during experimentation. Both perspectives support the idea that both PL and VL are viable means of experimentation for students. Considerations, such as the affordances of PL (e.g., availability of haptic sensory feedback) and VL (e.g., ability to visualize abstract concepts) and students’ background (e.g., misconceptions, relevant prior embodied experiences), in conjunction with the learning objectives of each experiment, are essential when selecting/combining VL and PL. Research is still needed to develop a comprehensive framework for the optimal integration of the two modes of experimentation in STEM+ education.
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