Samuel B. Gavitte, Milo D. Koretsky, Jeffrey A. Nason
{"title":"将物理和虚拟实验室模式的承受能力与工程学认识实践联系起来","authors":"Samuel B. Gavitte, Milo D. Koretsky, Jeffrey A. Nason","doi":"10.1007/s12528-024-09403-7","DOIUrl":null,"url":null,"abstract":"<p>Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":"55 1","pages":""},"PeriodicalIF":4.5000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices\",\"authors\":\"Samuel B. Gavitte, Milo D. Koretsky, Jeffrey A. Nason\",\"doi\":\"10.1007/s12528-024-09403-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order.</p>\",\"PeriodicalId\":15404,\"journal\":{\"name\":\"Journal of Computing in Higher Education\",\"volume\":\"55 1\",\"pages\":\"\"},\"PeriodicalIF\":4.5000,\"publicationDate\":\"2024-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computing in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s12528-024-09403-7\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computing in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12528-024-09403-7","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Connecting affordances of physical and virtual laboratory modes to engineering epistemic practices
Laboratory activities are central to undergraduate student learning in science and engineering. With advancements in computer technology, many laboratory activities have shifted from providing students experiments in a physical mode to providing them in a virtual mode. Further, physical and virtual modes can be combined to address a single topic, as the modes have complementary affordances. In this paper, we report on the design and implementation of a physical and virtual laboratory on the topic of jar testing, a common process for drinking water treatment. The assignment for each laboratory mode was designed to leverage the mode’s affordances. Correspondingly, we hypothesized each would elicit a different subset of engineering epistemic practices. In a naturalistic, qualitative study design based on laboratory mode (physical or virtual) and laboratory order (virtual first or physical first), we collected process, product, and reflection data of students’ laboratory activity. Taking an orientation that learning is participation in valued disciplinary practice, data were coded and used to characterize how students engaged with each laboratory mode. Results showed that the virtual laboratory elicited more conceptual epistemic practices and the physical laboratory more material epistemic practices, aligning with the affordances of each mode. When students completed the laboratory in the virtual mode first, students demonstrated greater engagement in epistemic practices and more positive perceptions of their learning experience in the virtual mode than when they completed the physical mode first. In contrast, engagement in the physical mode was mostly unaffected by the laboratory order.
期刊介绍:
Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education. Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design.