Microcomputer-based Laboratory Research Articles

Student Teachers' Perceptions of Computerized Laboratory Practice For Science Teaching: A Comparative Analysis

Many courses have been proposed in an effort to train future science teachers to be pedagogic practitioners in integrating ICT into their laboratory teaching. In recent years, there has been increasing interest, both in the potential of ICT as teaching tool and in research into their use. This current research involves student teachers into practicum of microcomputer-based laboratory in physical science for lower secondary school level. The student teachers classified with attitudes towards computer technology and science laboratory into three different groups of attitude level were compared their perceptions at the end of the school science laboratory. Data from student responses to a Likert-scale perception questionnaire were collected and analyzed, providing insight into students' perceptions of their computerized laboratory experience. Results indicate that all the groups perceived indifferently the goal and the support of computerized science laboratory. The high attitude group perceived the ease of use, self-learning, and value greater than the medium and the low attitude groups, but the medium attitude group had the most satisfaction with the laboratory. These outcomes provide greater insight into which factors should be promote specifically in teaching different attitude levels of student teachers for reaching their success

Restructuring the introductory physics lab with the addition of computer-based laboratories.

Nowadays, data acquisition software and sensors are being widely used in introductory physics laboratories. This allows the student to spend more time exploring the data that is collected by the computer hence focusing more on the physical concept. Very often, a faculty is faced with the challenge of updating or introducing a microcomputer-based laboratory (MBL) at his or her institution. This article will provide a list of experiments and equipment needed to convert about half of the traditional labs on a 1-year introductory physics lab into MBLs.

지구과학 수업에서 MBL이 중학생들의 그래프 능력과 과학탐구능력에 미치는 효과

The purpose of this study was to investigate the effects of Microcomputer Based Laboratory (MBL) on the middle school students` graphing skill and science process skill in Earth Science classes. MBL teaching materials for inquiry-based instructions were developed to teach five experimental topics related to the middle school `Earth Science.` Thirty three middles school students participated in this study, and the pre- and post-tests were conducted. Results indicated as follow: First, MBL classes were effective in developing the graphing skill of middle school students. They were efficient both in graph construction and graph interpretation, especially in data transformation. Second, MBL classes were effective in helping participants to use science process skills, especially, in the subordinate areas including formulating hypotheses, making operational definition, graphing, and interpreting data.

An Inquiry-Based Contextual Approach as the Primary Mode of Learning Science with Microcomputer-Based Laboratory Technology

Science instruction can be designed to be laboratory-data driven. We report on an investigation of the use of thematic inquiry-based tasks with active incorporation of mathematics, science, and microcomputer-based laboratory technology in standards-correlated activities that enhanced learning experiences. Activities involved students in two major contexts: forensic science investigations and environmental science issues. The core of the project consisted of an analysis of students' proficiency in dealing with discipline-specific content, and of their development of critical thinking process skills. Significant gains were observed in both content proficiency and improvement on critical thinking skills, most noticeably those involving meta-cognitive processes. An interesting and unexpected feature of tool use emerged from the data that provides exciting opportunities for further research. The results provide evidence that such an instructional approach can have a dramatic impact on the development of students' mastery of content and laboratory performance measures of the science material that they encounter.

Investigating the relationship between the half-life decay of the height and the coefficient of restitution of bouncing balls using a microcomputer-based laboratory

This pedagogical activity is aimed at students using a computer-learning environment with advanced tools for data analysis. It investigates the relationship between the coefficient of restitution and the way the heights of different bouncing balls decrease in a number of bounces with time. The time between successive ball bounces, or time-of-flight, is used to determine the initial height and the coefficient of restitution due to the ball's impact on a hard horizontal surface. The measurement techniques and the results obtained are pedagogically useful for undergraduate students during the manipulation and analysis of laboratory experiments dealing with the physics of bouncing balls.

An analysis on the Effect of a Micro-computer-based Laboratory (MBL) Lesson on the Understanding of Sound Phenomena for Students with Hearing Impairment

An analysis on the Effect of a Micro-computer-based Laboratory (MBL) Lesson on the Understanding of Sound Phenomena for Students with Hearing Impairment

Microcomputer Based Laboratory to Help Students' Understanding Sound Wave in Comparison with a Classical Experiment

The microcomputer based laboratory (MBL) consisting of a sound-card, a microphone, a personal computer, and a software of sound editor was developed to make experiments on sound waves. We report the method to visualize and analyze sound waves as a function of time by using the MBL with a sound

지구과학 MBL 수업의 과학 탐구와 논의적 의사소통에 관한 사례 연구

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: Asking, Evidencing, Explaining, Evaluating and Communicating. It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students` notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the Communicating aspect, which appeared in only one episode. Asking was carried out by the teacher and then students were directed to collect certain data in the Evidencing stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the Explaining and Evaluating stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did Communicating relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.

Exploring the phenomenon of 'change of phase' of pure substances using the Microcomputer-Based-Laboratory (MBL) system

We examined how first year students (10th grade) of Greek Senior High School could conceptualize the influence of the molecular weight of saturated fatty acids on the melting and the freezing point, during the 'change of phase' phenomenon using the Microcomputer-Based Laboratory (MBL) system. Students had to freeze a melted substance, observing at the same time the change of its temperature and trying to explain the temperature vs time curve. They used different saturated fatty acids in order to understand how the molecular weight of each organic acid affects the melting – freezing point. Data about the students' conceptualizations was collected using three methods: videotape recordings, field notes and supplementary semi-structured interviews. The analysis of the students' responses to the same questions before and after the experiments showed statistically significant differences on their responses in every case. After the experiments there was a clear increase of correct responses concerning the freezing point of the saturated fatty acids, the relation of the freezing point to the molecular weight and the description of this relation.

Microcomputer-Based Laboratory for Archimedes' Principle and Density of Liquids

Archimedes' principle is one of the fundamental themes of the mechanics of fluids in high school; it is described in detail in any introductory physics textbook1 and it asserts that “a body immersed, or partially immersed, in a fluid receives an upward force equal to the weight of the fluid it displaces.” In mathematical terms, Fup = ρgVx, where ρ is the fluid density, g the free-fall acceleration, and Vx the volume of the immersed portion of the body. In a partially immersed body, the fluid exerts pressure on all surfaces of the body, laterally and on the bottom [Fig. 1(a)]. Notice that the forces on the sides cancel by symmetry and the net effect of the fluid pressure is an upward buoyant force. Likewise, if the body is totally immersed [Fig. 1(b)], the fluid also exerts pressure on the top of the body, but since the pressure on the bottom will be greater than on the top (pressure increases linearly with depth in a fluid of uniform density), the result is a net upward buoyant force.

The elastic body model: a pedagogical approach integrating real time measurements and modelling activities

In this paper, we describe a pedagogical approach to elastic body movement based on measurements of the contact times between a metallic rod and small bodies colliding with it and on modelling of the experimental results by using a microcomputer-based laboratory and simulation tools. The experiments and modelling activities have been built in the context of the laboratory of mechanical wave propagation of the two-year graduate teacher education programme of Palermo's University. Some considerations about observed modifications in trainee teachers' attitudes in utilizing experiments and modelling are discussed.

Emerging Technologies in Physics Education

Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies—Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools—are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.

Learner discourse and science learning in the context of microcomputer-based laboratory (MBL) collaborative learning activities

This study, located within a social constructivist framework, uses a mixed mode research approach to explore learner interactions and learning for a small group of learners who worked collaboratively through a series of MBL activities. Patterns of learner interactions are identified, in particular discussion/explanation and argumentation interactions. Learning success is related to participation in discursive interactions. The study concludes that the MBL environment provided a suitable context for learners to engage in discursive interaction and that the ability of different learners to engage in these interactions impacted on their ability to access and/or contributed to the collaboratively constructed ‘text’. This, in turn, may have impacted on learning success in this context.

토론을 강조한 MBL실험수업에서 리더 유형에 따른 언어적 상호작용 특성

이 연구에서는 중학교 1학년을 대상으로 리더유형에 따라 포용적, 설득적, 배타적, 리더부재 모둠으로 편성한 후 MBL실험수업에서 나타난 학생들의 언어적 상호작용을 분석하였다. 상호작용 전체 빈도는 포용적 리더가 있는 모둠이 가장 높았고 설득적, 배타적, 리더 부재 모둠 순으로 나타났다. 인지적 측면의 질문, 응답, 의견제시, 의견받기와 관련된 상호작용 빈도는 포용적 리더가 있는 모둠에서 가장 높았으나, 정의적 측면의 행동참여와 분위기조절에 관련된 상호작용빈도는 배타적 리더가 있는 모둠에서 가장 높았다. 리더 유형에 따라 모둠내 언어적 상호작용은 매우 다른 양상을 보였는데, 그 특성을 분석한 결과, 포용적 리더가 있는 모둠은 토론활동의 분위기가 매우 허용적 이었으며, 모둠 구성원들이 활발하게 토론활동에 참여하였고, 모둠에 대한 소속감과 자부심을 나타내기도 하였다. 설득적 리더가 있는 모둠은 실험 및 토론활동을 리더학생이 주도하였고, 동료학생들은 리더에게 도전하는 일은 거의 일어나지 않았으며 오히려 의지하는 경향을 보였다. 배타적 리더가 있는 모둠의 경우는 리더와 동료들의 관계가 원만하지 않아 불만, 무시 등이 여과 없이 표현되었고, 리더 학생이 성취도가 낮은 동료들을 배려하지 못함으로서 활발한 토론활동을 하는데 장애요인이 되었다. 리더 부재 모둠의 경우, 토론활동의 내용이 마치 단답형 대화처럼 짧고, 단순하였다. 또한 동료들끼리의 질문에 대해서도 불명확한 대답이 많았고, 가끔씩 대화가 중단되기도 하였다. This study was performed for 7th grade students to analyze by leader style, the verbal interactions between students in a small group in an MBL(Microcomputer-Based Laboratory) experiment class. The study was performed after arranging the students into four kinds of groups, including groups with leaders of inclusive, persuasive, and alienating styles and a group with no clear leader. The analysis of total frequencies of verbal interaction revealed that the group with an inclusive leader showed the highest frequency of verbal interaction, followed by the group with a persuasive leader, an alienating leader and lastly, the group with no clear leader. The group with an inclusive leader showed the highest frequency of interaction from a cognitive aspect related to question(Q), response(R), making suggestion(MS), and receiving opinions(RO), while interactions from an affective aspect related to behavioral participation(BP) and students' attitudes(SA) were observed more often in a group including an alienating leader than in any other group. An analysis of characteristics of verbal interaction according to leader style showed that a group with an inclusive leader had a permissive atmosphere. It also showed that all members of the group actively participated in discussion and they had a sense of belonging and self-pride with their group. In a group with a persuasive leader, the leader took the lead of most experimental and discussion activities and he was rarely challenged by other students in the group. Rather, other group members showed a tendency to depend on their leader. In a group with an alienating leader, the relationship between leader and members of the group was not harmonious and unfiltered expressions of dissatisfaction and ignorance often took place. The leader's lack of concern about members' low achievement became an obstacle in active discussion. In a group with no clear leader, most interactions during discussion were short and simple. Many answers to the question given by their members were not clear and the interactions were sometimes interrupted for a short while.

Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts

In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial visualization ability and their conceptual understanding of mechanics. The results showed that while spatial visualization is a reliable predictor for students' performance on physics conceptual evaluation tests before MBL instruction, the relation is not significant after the instruction. Furthermore, as a result of MBL instruction, students' levels of spatial visualization increased significantly. In addition, a group of science teachers presented with different types of MBL activities also showed a significant increase in spatial visualization ability.

Role of the microcomputer‐based laboratory display in supporting the construction of new understandings in thermal physics

AbstractTeachers' failure to use the microcomputer‐based laboratory (MBL) more widely may be a result of not recognizing its capacity to transform laboratory activities. This research aimed to increase understanding of how MBL activities designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 15 students. Dyads addressed 10 tasks in thermal physics using a predict–observe–explain format. Data sources included video and audio recordings of students and teacher during four 70‐minute sessions, students' computer data and written notes, semistructured student interviews, and the teacher's journal. Analysis of students' discourse identified many instances in which students' initial understandings of thermal physics were mediated in multiple ways by the screen display. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities that will likely catalyze student construction of understanding. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 165–185, 2004

Designing a user‐friendly microcomputer‐based laboratory package through the factor analysis of teacher evaluations

In this study we analyse how the experiences of chemistry teachers on the use of a Microcomputer‐Based Laboratory (MBL), gathered by a Likert‐scale instrument, can be utilized to develop the new package Empirica 2000. We used exploratory factor analysis to identify the essential features in a large set of questionnaire data to see how our previous MBL package, Empirica for Windows 4.0, looks from the point of view of experienced chemistry teachers. Together, a six‐factor solution explained 50.1% of the common variance and indicated the teachers' perspective on the use of a MBL package in chemical education. The factors were: ‘Versatility of the tool’, ‘User interface’, ‘Data presentation’, ‘Data acquisition’, ‘Set up’, and ‘Usability’. Based on the data, some conclusions concerning the software development and desired new features in the prototype software are discussed in the framework of each factor.

The Role of the Microcomputer-Based Laboratory Display in Supporting the Construction of New Understandings in Kinematics

Teachers' failure to utilise MBL activities more widely may be due to not recognising their capacity to transform the nature of laboratory activities to be more consistent with contemporary constructivist theories of learning. This research aimed to increase understanding of how MBL activities specifically designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 29 students. Dyads completed nine tasks relating to kinematics using a Predict-Observe-Explain format. Data sources included video and audio recordings of students and teacher during four 70-minute sessions, students' display graphs and written notes, semi-structured student interviews, and the teacher's journal. The study identifies the actors and describes the patterns of interactions in the MBL. Analysis of students' discourse and actions identified many instances where students' initial understanding of kinematics were mediated in multiple ways. Students invented numerous techniques for manipulating data in the service of their emerging understanding. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities which will likely catalyse student construction of understanding.

Investigating chemistry students’ learning about the relationship between the temperature and the pressure of a gas using a microcomputer‐based laboratory (MBL): A word of caution

Learning chemistry with understanding is a challenge. From a social constructivist position, we view students’ chemistry learning from experiments as involving the shared negotiation of meaning that uses experimental data to confirm or challenge their existing scientific theories. This study focuses on the practices related to the use of a microcomputer-based laboratory (MBL) in a high school chemistry course in which students were studying gases and kinetic theory. Given the widely accepted view that the use of such technology is a ‘cure-all’ for educational problems, student learning using this technology might be considered disappointing. We find that little or no higher-order thinking was employed as students engaged in using the MBL and that some alternative conceptions were still evident. It is necessary to consider the students’ and the teacher’s use of such technology in the experimental context if the promise of its use is to be realized.

A new microcomputer-based laboratory version of the Rüchardt experiment for measuring the ratio γ=Cp/Cv in air

We describe a new version of the Rüchardt experiment in which we record the time evolution of temperature, pressure, and volume oscillating around an equilibrium value. We use a portable microcomputer-based laboratory made of a graphic calculator, an interface, two commercial sensors (sonar and barometric sensor), and a homemade temperature sensor.