Virtual Chemistry Laboratory: a didactic alternative to the teaching of Organic Chemistry (original) (raw)

Progress of Digital Learning Resources: Development and Pedagogical Integration of a Virtual Environment Laboratory for the Practical Experiments in Chemistry

International Journal of Innovative Technology and Exploring Engineering, 2019

The work presented in this paper aims at applying a new complementary computer methodology to the teaching of chemical science including the use of a virtual environment laboratory that has an alternative value for the simulation of practical experiments in chemistry. This study is based on two axes, the first deals with the implementation of a laboratory for simulation that helps to carry out various practical work of chemistry. The second axis aims to demonstrate the pedagogical impact of the use of virtual learning environments on the teaching-learning process in the university curriculum. To study the necessity and the feasibility of this technological tool we took as a case study the exploitation of the periodic table in the descriptive chemistry and the practical works of chemical kinetics. In this article we used a strategic methodology to meet the validation constraints of our computer tool thenwe conducted a qualitative study on a sample of students from the Physical Chemis...

Virtual chemistry laboratory (virtual chem-lab): potential experimental media in hybrid learning

Journal of physics, 2019

A laboratory has a very important role in learning chemistry. It facilitates the experimental activity which supports the students' understanding. The development of information and communication technology has provided an innovation known as the virtual laboratory. This study aims to reveal the quality of virtual chemistry laboratory (virtual chemlab) integrated into hybrid learning on chemical bonding. This research was a research and development study. The development procedure used in this study consisted of four stages: analyzing, product planning, product developing, and product assessing being adapted from the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The initial product of the virtual chem-lab was content validated by material and media experts. Product assessment was applied to 28 chemistry teachers, including content, learning quality, and technical quality aspects. The result of this assessment was descriptively analyzed to reveal the quality of the product. The findings of this study reveal that the quality of the virtual chem-lab integrated hybrid learning is in a good category. Thus, the virtual chem-lab is potentially used for further teaching-learning.

A Comparative Analysis of Virtual and Traditional Laboratory Chemistry Learning

Perspectives in Education, 2019

Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners' conceptual and procedural understandings of micro chemical phenomena, thus boosting achievement in chemistry content tests. In the South African education landscape where there is inequitable distribution of resources for laboratory-based science learning, this study exploited how available virtual learning resources could also be used for learning chemistry concepts, and further compared student achievement in chemistry content test post intervention with both traditional and virtual laboratory learning resources. In this quasi-experimental study, we provided a group of third-year pre-service science teachers (n=50) with four chemistry concepts to learn using a hands-on traditional (control group) and a virtual laboratory (experimental group) intervention. The same pre and post chemistry content test was administered to control and experimental groups of pre-service teachers (herein also referred to as students), before and after learning interventions, with the aim of assessing students' achievements post-learning in the two different laboratory environments. Tests scores were analysed and the results of a paired-sample t-test showed a statistically significant difference between pre-and post-test results for all groups of students. Using independent sample t-tests, we further compared post-test scores for the control and experimental groups which revealed the mean post-test score of the experimental group (M = 79.36, SD = 8.306), being significantly higher than that of the control group (M = 68.72, SD = 9.076) at t (48) = 4.32, p < .01. The findings from these tests indicated that, students obtained significantly higher achievement scores postlaboratory learning interventions and that virtual laboratory interventions yielded significantly higher achievement scores than traditional laboratory interventions. Based on these findings, the researchers concluded that, laboratory learning has a positive impact on achievement in chemistry and that virtual laboratories provide a worthy complement for traditional laboratories when learning abstract and difficult chemistry concepts. Implications of these findings and some recommendations for practice and research are also discussed herein.

Utilising the Virtual Laboratory Resources for incorporating ICT in the Chemistry Teacher Education

2010

Teaching chemistry laboratory procedures by means of a virtual laboratory on a personal computer will be much welcome by educational institutions for whom maintaining a hands-on chemistry lab is not viable due to various reasons. Instructional laboratory simulations can be incorporated in the virtual laboratory resources where students are free to make the decisions they would confront in an actual laboratory setting. Real-life situations and problems are faced by them, where they have to make/take decisions and face the consequences thereof. The student may take such additional support online after he has attended the same in the laboratory. Concepts and skills learnt by him through hands-on activity in the classroom-laboratory would be enhanced through this sort of blended learning approach. But the chemistry teachers are not often aware of the potential of these virtual laboratory resources. So an attempt to showcase the rich virtual laboratory resources are done in this paper so...

An Interactive and Self-instructional Virtual Chemistry Laboratory

International Journal of Emerging Technologies in Learning (iJET), 2016

Virtual laboratory is becoming one of the most significant educational technologies due to financial challenges which often required construction of physical laboratories, particularly in educational institutions in developing countries. This paper presents an integrated virtual environment to help individual learners to enhance the practical learning of chemistry fundamentals. Through this environment, the learner will navigate, visualize and simulate a real laboratory environment and its associated processes. The proposed laboratory interface and curriculum were tested on students to measure their satisfaction with the quality of developed laboratory. The results of the evaluation showed a positive response effect on the students’ satisfaction.

Effect of a Virtual Chemistry Laboratory on Students' Achievement

ifets.info

It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement among 90 students from three different ninth-grade classrooms (an experimental group and two control groups). Study data were gathered with pre and post chemical-changes unit achievement (CCUA) Test, laboratory equipment test (LET), and unstructured observations. The collected data were analyzed using SPSS (version 16.0). Comparisons were made within and between groups. It was concluded that the developed virtual chemistry laboratory software is at least as effective as the real laboratory, both in terms of student achievement in the unit and students' ability to recognize laboratory equipment.

Review to Analyze and Compare Virtual Chemistry Laboratories for Their Use in Education

Journal of Chemical Education, 2020

Different virtual chemistry laboratories (VCLs) have been developed with which students can perform and practice their practical and experimental work, thus increasing their learning before performing the same work in a real chemistry laboratory. In this paper, we present an analysis of the existing virtual chemistry laboratories by identifying their strengths and shortcomings and formulate guidelines for the development of future VCLs with more generalized, realistic, and flexible features.

The Effect of the Virtual Laboratory on Students' Achievement and Attitude in Chemistry

In chemistry education laboratory activities increase students' interest in the subject matters covered in the class and help their learning. Due to lack of laboratories at schools or insufficient instruments in laboratories, hands on experiments are rarely performed in state schools in Turkey. However, such experiments can be virtually done as a result of recent developments in Information Technology. In this study, a virtual laboratory related to ‚Separation of Matter‛ unit for 9 th grade students was prepared and its effects on students' achievements and attitudes were investigated. For this aim 16 virtual experiments prepared by using flash program and used in the experimental group. Result of this study showed that virtual laboratory applications made positive effects on students' achievements and attitudes when compared to traditional teaching methods.

Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment

tojde.anadolu.edu.tr

The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern. However, on the present stage of our educational system, these activities cannot be included in science lessons for several reasons. At that point virtual labs emerged as an alternative solution for the problems of the instruction in science courses. Thanks to virtual labs presenting different disciplines in a flexible manner, the interaction between the teacher and the learner become 7/24 independent from time and place. This article presents a study that provides insight in the appropriateness of Virtual and real laboratory applications on constructivist learning environment using interactive virtual chemistry laboratory (VCL) development was used in academic year of 2009-2010 for a six week period. The sample of this quasi-experimental study was 90 students from three different 9th grade classrooms of an Anatolian Secondary school in the center of Trabzon city. The student groups were randomly attained as one experimental and two control groups. The data collection tools of the study were; questionnaire of teaching philosophy (QTP), Semi-structured interviews and unstructured observations. The results showed that virtual chemistry laboratory software was just as effective as real chemistry laboratory and it positively affected the facilitating of constructivist learning environment. It was determined that the students in experimental group conducted the experiments as precise as the real ones; they felt themselves safe during the experiments; they could relate the experiments with daily life; they had the opportunity to investigate both macro-molecular and symbolical dimensions of the experiments. It was speculated that using virtual chemistry laboratories as a supportive complement in education will become an indispensable instructional material in terms of both the economy of the nation and the persistency of the learning.

Virtual laboratory applications in chemistry education

Procedia-Social and Behavioral Sciences, 2010

The lab applications, whic4h were started to be applied through mid 19 th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern.