Microcomputer-based Laboratory Research Articles

Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

Effects of a Microcomputer-Based Laboratory on the Triple-Representation of a Preservice Chemistry Teacher: An Eye-Tracking Design and Evidence

Microcomputer-Based Laboratory Role in Developing Students’ Conceptual Understanding in Chemistry: Case of Acid–Base Titration

For the past five years, all Moroccan universities suspended practical work activities in the subject of chemistry for the first year due to a decision made by the Ministry of Higher Education. This study explores the effect of using a Microcomputer-Based Laboratory (MBL) on students’ performance and investigates the desirability to convert first-year university-level practicals in chemistry from experimental demonstrations in lectures to the MBL. The study sample comprised 100 students attending the first year at the faculty of sciences of the Cadi Ayyad University (UCA) in Morocco. Students in the experimental group (N = 50) received a 1 h active engagement tutorial on acid–base titration using a microcomputer-based laboratory, in contrast to the control group (N = 50) who received the same instruction with a demonstration of the experiment. The experimental and control groups got randomly selected, and the same instructor trained both groups. The two groups of responders were compared based on their performance in a written exam that assesses the skills of processing, analyzing, and interpreting qualitative and quantitative experimental results of acid–base titration. As a result, the analysis of the obtained results showed that the experimental group performed significantly better in using appropriate mathematical skills for quantitative data analysis; and they were actively engaged in the acid–base titration experiment. The obtained results, together with similar findings from other studies, indicate the positive impact of using MBL on learning outcomes and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to traditional laboratories.

Meta-Analysis of Microcomputer Based Laboratory (MBL)’s Effects in Korean Elementary and Secondary Education

Meta-Analysis of Microcomputer Based Laboratory (MBL)’s Effects in Korean Elementary and Secondary Education

The Development of Experimental Absorption Based on Arduino-Uno and Labview on Light Radiation by Colourful Surface

This development research aims to make a tool and test its ability to absorb the heat in light radiation by colored surfaces (black, dark green, blue, white). The benefit of this research is to present a simple laboratory that can be used in physics education class as a test tool for heat absorption. The research method that applied is Microcomputer Based Laboratory (MBL). The software that used is LabVIEW which connected to Arduino Uno hardware and heat source. The appropriate set of tools and materials is then tested for eligibility. The feasibility test of the device is reviewed from the aspect of content, linguistic, presentation and graphic by an expert validator as well as the compatibility of the findings with the theory. The results found that the darker the color of the object, the greater the ability of heat absorption and vice versa. Changes in power at a light source can affect changes in maximum temperature in the color absorption of heat. The greater the power provided by the light source, the greater the increase in maximum temperature. This development research concludes that the tools are feasible to use and appropriate based on existing theories.

Physics on the Go: A Mobile Computer-Based Physics Laboratory for Learning Forces and Motion

“Forces and Motion” is a topic that requires students to relate contents to re-al life applications but most of them have difficulties in connecting physics concepts to its corresponding representations and the connections of the rep-resentations to the real world. This contributes to poor conceptual under-standing among the students. Conventional teaching approaches also create poor interest among the students in studying Physics. Some school laborato-ries are not equipped sufficiently and some apparatus are broken or out dat-ed. Therefore, a Mobile Science Laboratory (MSL) is applied in the research to provide an alternative to better functioning laboratory which also uses Microcomputer-Based Laboratory (MBL) in providing up-to-date apparatus in data acquisition. This research investigates the impact of Mobile Com-puter-based Physics Laboratory (MCPL) which is a combination of the use of MSL and MBL in teaching and learning “Forces and Motion” called PotGo (Physics on the Go) using semi-structured interview. The data was analysed using thematic analysis. The result shows that MCPL improves the students’ understanding in Forces and Motion because the students can see and expe-rience the concepts in real life and getting the data in real time. MCPL is in-teresting for students because they can conduct Physics experiments using computers and technology, it is fun and the students can explore the Physics concepts with little time for setting up the experiments. Therefore, the use of PoTGo in MCPL affects students’ learning in “Forces and Motion” and interest towards Physics.

I-Virtual lab kit with microcomputer-based laboratory (MBL) system for basic electronics

Basic electronics experiments are essential fundamental foundation in electronics. Hence, this work proposes an i-Virtual Lab Kit with microcomputer-based laboratory (MBL) system based on Gagnes’ nine instruction elements specifically for basic electronics and instrumentations experiments in pre-university level. Development process including hardware and software (module) will be discussed in details. Developed gadget utilizes Phidget Interface Kit and sensors for real-time data acquisition of voltage and current and sending it through USB (Universal Serial Bus) to personal computer (PC). LabVIEW used as the graphical interface to control data acquisition and data analysis. MBL module has been designed to represent the data interactively on the computer screen as well as an interactive laboratory teaching kit. Furthermore, voltage and current measurement were successfully merged with on-board electronics components for simplified experimental setup. This system was designed based on Gagne’s Nine Events of Instruction, consists of four experiment modules, namely Ohm’s Law, RC Circuit, Virtual Meter and Diode Characteristics. It provides two input channels and also can be utilized as an oscilloscope on the computer screen. At low development cost, this sleek and compact system is expected to enhance students’ performances and attitudes towards the laboratory work in basic electronics. This claim will be validated later and will be included as a future work.

Constructivist Strategy, Microcomputer-Based Laboratory, and Students’ Alternative Conceptions of Force and Motion

This study investigated junior high school students’ alternative conceptions of force and motion and the effectiveness of the microcomputer-based laboratory (MBL) and the constructivist strategy (CS) on the students’ understanding of force and motion. Using a quasi-experimental non-equivalent control group design, four treatments, including the combination of MBL and CS, the combination of MBL and traditional strategy (TS), the combination of traditional laboratory (TL) and CS, and the traditional approach (control) were tried out in two schools, a public school and a private school, in a three-month period during the school year 2015–2016. A 40-item physics conceptual test was used to assess students’ alternative conceptions of force and motion. The results of the pretest showed that junior high school students have already formed their conceptions of force and motion even before physics instruction. Some of these alternative conceptions, specifically of speed, are similar to the views of children whose ages range from 5 to 8 years old. Although students’ conceptions generally improve after physics instruction, many students’ alternative conceptions remain unchanged even after physics instruction. Examples include: the greater the distance traveled, the higher the speed; being ahead implies faster speed; and if there is motion, there is a force (an object is in motion, when there is an applied force). Controlling the effect of the IQ, Mathematics II, and III grades, and the physical pretest scores, the study showed that students who were exposed to MBL activities performed significantly higher in the physics post-test than those who were exposed to the traditional activities. Students were exposed to the combination of MBL and the constructivist strategy also performed significantly higher in the physics posttest than those subjected to the traditional approach. On the other hand, the constructivist strategy as implemented in this study did not produce a significant effect on the students’ performance in the physics test. The graphs, elimination of drudgery of some of the laboratory tests, and the immediate feedback provided by the MBL instruction may have contributed to the students’ better understanding of force and motion concepts. The non-positive effect of the constructivist strategy on students’ conceptual understanding of force and motion may be due to the use of large class size instead of small groups. It may also be due to the inadequate training of the teachers on the constructivist strategy.

The effects of microcomputer-based laboratories on students macro, micro, and symbolic representations when learning about net ionic reactions

This study uses graphs of conductivity measured by a microcomputer-based laboratory (MBL) to promote students’ macro, micro, and symbolic representations when learning about net ionic reactions (NIR). A total of 54 students, aged 14–15 years old participated in this research, and were randomly divided into an experimental group (N= 27) and a control group (N= 27). The students in the experimental group were given graphs of conductivity measured by MBL, while the control group had a demonstration of acid–base titration experiments. The results reveal that the graphs of conductivity have a large effect on students’ macro, micro, and symbolic representations, that is, the students in the experimental group build more representations than the students in the control group.

Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university

Many students have problems when it comes to describing the shapes of displacement, velocity and acceleration-time graphs (x, v, a-t graphs), conversion of graphs from one form into another, and calculating and getting the meaning of slopes and areas under kinematics graphs. They often describe shapes of graphs as pictures and give interpretation without taking into cognizance of the type of graph being considered. In this study, 37 first year university physics students (Group One: 17 students and Group Two: 20 students) at the University of Education in Winneba (Ghana) in two consecutive years, were introduced to the use of microcomputer based laboratory (MBL) tools; simulations and graph samples to practice and describe the shapes of kinematics graphs; conversion of graphs from one form to the other; calculation of slopes and areas under kinematics graphs, and their meanings, all in an interactive engagement teaching. Students were made to answer the “Test of Understanding Graphs in Kinematics” (TUG-K) before and after the introduction of the use of MBL tools, simulations and graph samples. Students’ scores were compiled and converted to mean proportion scores and average normalized gain 〈g〉, under the four concepts “Area under the graph (meaning and calculation); Slope (meaning and calculation); Graph description; and Graph transformation”. The results indicate that the first year university students in the two groups all did better in describing the shapes of kinematics graphs, transforming kinematics graphs, calculating and getting the meaning of slopes and areas under kinematics graphs when they were tested with the same instrument after instruction in kinematics. This goes to show that MBL tools, simulations and graph samples when used in an interactive engagement manner can improve the teaching and learning of kinematics graphs in physics.

Analysis on Pre-Service Physics Teachers' Acceptance of a Microcomputer-Based Laboratory (MBL) Based on the Technology Acceptance Model

Analysis on Pre-Service Physics Teachers' Acceptance of a Microcomputer-Based Laboratory (MBL) Based on the Technology Acceptance Model

MICROCOMPUTER-BASED LABORATORY (MBL) SYSTEM WITH AUTOMATED MEASURING APPROACH FOR BASIC ELECTRONICS

Basic electronics experiments are essential in providing fundamental foundation in electronics. Hence, this work proposes an automated measuring microcomputer-based laboratory (MBL) system specifically for basic electronics and instrumentations experiments in pre-university level. Development process including hardware and software (module) will be discussed in details. Developed gadget utilizes Phidget Interface Kit and sensors for realtime data acquisition of voltage and current and sending it through USB (Universal Serial Bus) to personal computer (PC). LabVIEW used as the graphical interface to control data acquisition and analization. MBL module has been designed to represent the data interactively on the computer screen as well as an interactive laboratory teaching kit. Furthermore, voltage and current measurement were successfully merged with on-board electronics components for simplified experimental setup. This system was designed to be compatible with two types of sensors. It provides two input channel and also can be utilized as an oscilloscope on the computer screen. At low development cost, this sleek and compact system is expected to enhance student’s performances and attitudes towards the laboratory work in basic electronics. This claim will be validated later and it will be included as a future work Keywords: Basic Electronics, Instrumentation, Microcomputer-Based Laboratory (MBL) Sensors

How can pupils see what is invisible?: Possibilities of inquiry probeware experiment implementation in primary schools

Abstract We investigated the difficulties and challenges for teachers in implementing microcomputer-based laboratory and inquiry-based education in basic schools, where pupils were unused to this type of education. To achieve this, we implemented lesson models with worksheets focused on chemical reactions, chemical decomposition and chemical synthesis; with demonstration experiments and video-recording of each lesson. We then utilized a qualitative research design to analyse the videos, concentrating on circumstances leading to increased and decreased pupil attention to the relevant events, and on subsequent student reflection. Experience gained from implementing our model lessons proved that achieving effective teacher-pupil communication was the greatest difficulty hindering teaching success. This particularly involved the formulation of predictions and conclusions which demands strong commitment, determination and skill from every teacher. A further difficulty was ensuring active pupil engagement in the discussion. We therefore instituted a set of teacher ‘working-rules’ to enhance success in this innovative form of education.

Science Teachers’ Acceptance towards Microcomputer-Based Laboratories

A microcomputer-based laboratory (MBL) has shown that it enhances the learning of science students by offering various pedagogical and psychological advantages. With the use of MBLs, real-time data collection and analysis can be performed seamlessly in the laboratory resulting in meaningful learning, especially of abstract concepts. Research shows that the unique capability of MBLs is more than simply motivating students as MBL can also improve students’ abilities such as graph interpretation and higher-order thinking skills. Despite the extensive use of MBLs in Western countries, the affective aspect of this technological application in school is still relatively unexplored. Therefore, a study was conducted to determine the level of acceptance of in-service teachers towards MBLs using the Technological Acceptance Model (TAM) with regards to the perceived usefulness of MBL in teaching and learning science, its perceived ease of use, and the likelihood of using MBLs. The survey involved 38 in-service science teachers. The outcome indicates that the in-service teachers have a positive view towards the usefulness of MBLs in learning science and are very likely to use the system in schools. However, perceptions towards the ease of use of MBLs are not as favourable. This implies that MBLs should be promoted in schools as it can potentially enhance the quality of science education in Malaysia. Thus, the use of MBLs among science teachers needs to be promoted through intensive professional development

The Effect of Metacognitive Scaffolds on Low Achievers’ Laboratory Learning

This study explored the influence of experimental goal setting and planning on the attitudes toward science, self-efficacy, inquiry performance, and achievement of students with low academic performance. A total of 71 students aged 16–18 were randomly divided into a treatment group (with goal setting and planning) and a control group (without goal setting and planning). A microcomputer-based laboratory focused on Boyle’s Law, coupled with an inquiry worksheet, was assigned. Based on Winne and Hadwin’s model of self-regulated learning, scaffolding was offered to the treatment group to promote goal setting and planning. Data were collected from the worksheet, the Attitudes toward Science Scale, the Self-efficacy of Scientific Inquiry scale, and the Boyle’s Law Conceptual Test. The results showed that both the treatment and control groups improved significantly from the pre- to post-conceptual tests. In the treatment group, the male students gained significantly more conceptual knowledge than the female students. Regarding attitudes toward science, the male students’ scores on the post-test were higher than those of the females. It is concluded that the male students were more positive regarding goal setting and planning in the inquiry activity, whereas the female students did not benefit as much.

Learning differences and eye fixation patterns in virtual and physical science laboratories

This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.

A Comparison of Students’ Approaches to Inquiry, Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories

The purpose of this project was to investigate the effects of virtual versus physical manipulation using a simulation-based laboratory activity (SBL) and a microcomputer-based laboratory activity (MBL). Both the SBL and the MBL used computers to collect, graph, and analyze data. A major difference was that the MBL allowed the students to manipulate physical materials, whereas in the SBL activity they manipulated virtual materials. In this quasi-experimental design, two 11th-grade classes (N = 68) at an urban public high school in Taipei were assigned to the SBL and MBL settings. The participants conducted the Boyle's law experiment without having done any relevant prior experiment. Their science concepts, performance of inquiry tasks, and attitudes toward the SBL/MBL were examined by pre- and postconceptual tests, an inquiry-based lab manual, and postlaboratory interviews. The results showed that both groups performed equally well and had remarkable gains in their pre- to posttest learning achievement. Nevertheless, physical manipulation may have contributed to inquiry practices such as creating practical ideas for conducting and improving the experiment and interpreting the data and may have increased the enjoyment of the laboratory. This study concludes that virtual manipulation is as effective as physical manipulation in learning physics concepts, but that the former gives learners some naive expectations and induces certain learning strategies that seem to lead to mindless planning and conducting of experiments and hinders them from generating ideas to improve experiments.

Utilizing microcomputer-based laboratory in inquiry-based chemistry learning

In inquiry-based chemistry learning, students can seek answers to research questions by designing and implementing a laboratory work and evaluating the results. Microcomputer-based laboratory equipment that enable the drawing of graphs about the studied phenomenon in real-time, can be utilized in the practical work. In international COMBLAB project, six practical laboratory activities have been developed for chemistry education. The aim of the activities is to support the students’ ability to use their knowledge about chemistry in reasoning and develop their inquiry skills. In the development of the activities, previous research on the benefits and challenges of the use of microcomputer-based laboratory was taken into account, and the designed activities have been tested with teachers and students in five countries. The project is now half way through and seeks interested teachers for the further development of the activities.

Experiences from iPad use at Olari School and High School and in chemistry education

In autumn 2011, a pilot project was launched at Olari School and High School the aim of which was to implement and utilize tablets in high school education and evaluation. Apple iPads were chosen as the used tablets. At first, few teachers and the principal were in charge of the pilot project and eventually the project expanded and in spring 2013 there were 90 tablets for student use and every teacher had one’s personal tablet.
 The impact of tablets on learning and pedagogical solutions has been significant. The positive aspects of iPad use include their portability and use potential during for example excursions and school trips. They serve as good tools in project work due to the simplicity of information search and data saving. Also, photos of teaching and practical laboratory work, for example, can be saved using iPad. Occasionally, the limitations to wireless network and other technical difficulties have discouraged the users. For teachers, the utilization of iPads has meant that plenty of extra time has been consumed on education and development of new practices. The cost of applications limits their accessibility on shared tablets. For now, there are so few Finnish-language applets for the teaching of different subjects that their benefits are not necessarily significant. However, the biggest challenge is the lack of time.
 In chemistry teaching, iPads have been used in several ways. Different programs and applications have been used in projects, essays, and reporting on laboratory work. Electronic Fronter learning platform can be used with iPads, also microcomputer-based laboratory equipment by Pasco can be connected to iPad while, for example, measuring pH.

The use of microcomputer based laboratories in chemistry secondary education: Present state of the art and ideas for research-based practice

In microcomputer based laboratories (MBL) and data loggers, one or more sensors are connected to an interphase and this to a computer. This equipment allows visualization in real time of the variables of an experiment and provides the possibility of measuring magnitudes which are difficult to measure with traditional equipment. Research shows that the advantages of using this technology go further than simply motivating students as they can improve other abilities, such as interpretation of graphs, and it can help to develop several competencies and higher order learning skills in students. The aims of this study are to learn about the potential of MBL in chemistry classrooms and to present a framework for research based lab sheets. In this work, research reporting significant learning in secondary school chemistry laboratory using an inquiry approach related to microcomputer based laboratory experiences is reviewed. Instructional effectiveness of the technology, research based materials for students, ideas for practice and opinions of teachers and students when using this technology are reviewed.

Effect of Integrated Compute-based Laboratory Environment On Students' Physics Conceptual Learning of Sound Wave Properties

The integration of computerized science laboratory environments such as microcomputer-based laboratory (MBL) and computer simulation is mentioned in community of science educator and practitioner and utilized as being an integrated part of scientific inquiry-based classroom for enhancing teacher's teaching and student's learning process in science called “integrated cognitive tool”. An effect of structured-inquiry learning within the hybrid science laboratory environment on student's conceptual understanding and conceptual change on sound wave properties was reported in this paper. Thirty of Grade 11 Thai students participated in this research throughout two weeks. Mixed-method research methodology was conducted to explore both quantitative and qualitative outcome of the students' conceptual understanding at before and after participating in the environment, and to explain qualitatively the phenomena of change of their understanding. The qualitative result revealed that students' physics conceptual understanding of sound wave properties were achieved to be scientifically or more scientifically comparing between before and after, and the quantitative result based on Wilcoxon matched pair signed-ranks test showed that this achievement caused them significantly gaining a better conceptual score at the end of their learning. In addition, the qualitative analysis indicated that the students did change of conceptual understanding on physics of sound wave properties in three characteristics such as differentiation, class extension, and reconceptualization. These findings suggested that the hybrid science laboratory environment could help students to improve and comprehend their understanding of physics concept of sound wave properties through the process of conceptual change.