Control-group-I students mostly watched teacher demonstrations and reported limited self-confidence in experimenting¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? CG-I students indicated their teacher performed the experiment as a demonstration most of the time (62.5%), they seldom did experiments themselves (25% always), and half reported only limited self-confidence. → Zeynep Tatli & Alipasa Ayas 2012

Evidence¶

Zeynep Tatli & Alipasa Ayas 2012¶

Zeynep Tatli & Alipasa Ayas. (2012). Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment. Turkish Online Journal of Distance Education-TOJDE, 13(1). https://dergipark.org.tr/en/pub/tojde

q2 · i? · causal · r1

Descriptive analysis of semi-structured interviews with CG-I students (Table 5). The article reports that because the teacher acted as a guide during experimenting they did not develop self-confidence to perform experiments (50%) and had limited chance to relate experiments with daily life (50%).

"CG-I students have indicated that their teacher has done most of the time the experiment as a demonstration (%62.5), sometime they had chance to do the experiment by themselves (25%)."

Discussion¶

Related Claims¶

• Control-group-II students performed real experiments under teacher direction and felt self-confidence only to some extent — related
• Critiquing problematic inquiry cases before virtual-lab inquiry augments the effect of virtual labs on middle school students' scientific literacy more than teacher demonstration — related
• Experimental-group students reported no difficulty, full participation, and self-confidence when performing experiments in the VCL — related