A review of research on technology-assisted school science laboratories

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題名:	A review of research on technology-assisted school science laboratories
作者:	吳穎沺;Wang, Chia-Yu;Wu, Hsin-Ka;Lee, Silvia Wen-Yu;Hwang, Fu-Kwun;Chang, Hsin-Yi;Wu, Ying-Tien;Chiou, Guo-Li;Chen, Sufen;Liang, Jyh-Chong;Lin, Jing-Wen;Lo, Hao-Chang;Tsai, Chin-Chung
貢獻者:	資訊電機學院網路學習科技研究所
關鍵詞:	Attitudes;Cognitive Processes;Computer Simulation;Computer technology;Demographics;Domains;Educational technology;Electronic Equipment;Full Length Articles;Information technology;Intellectual Disciplines;Intervention;Laboratories;Laboratory schools;Learning laboratories;Literature Reviews;Management;Materials handling;Meta Analysis;Narratives;Outcomes of Education;Participant Characteristics;Program Length;Psychomotor Skills;Research universities;Science education;Science Instruction;Science Laboratories;Science learning;Scientific Methodology;Skill Development;Student Participation;Students;Technology;Technology application;Technology Uses in Education;Universities
日期:	2014-01-01
上傳時間:	2026-04-23 14:02:01 (UTC+8)
出版者:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:	摘要： Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly used to assist students in engaging in laboratory activities, followed by remote laboratories, databases, and other miscellaneous technologies. We report the demographics and characteristics of these technology-assisted laboratory studies and provide examples to illustrate how technologies have facilitated science learning in laboratories for different subjects and science domains, with various levels of student involvement and components of investigations. Major findings of the reviewed articles are summarized to understand the effects of applying technologies in school laboratories. Incorporation of technologies in school science laboratories has changed students' learning experiences in terms of the phenomena to be explored, their interactions with the natural phenomena or materials, and approaches to handling and making sense of data. Based on our findings, possible directions for future research and emerging instructional issues regarding technology-assisted laboratories are discussed. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-04-01 出處： Educational Technology & Society, 2014-04, Vol.17 (2), p.307-320 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201404_17(2).0025
顯示於類別:	[網路學習科技研究所 ] 期刊論文

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