Laboratory lessons supported by the virtual chemistry laboratory were rated as more constructivist than the same teacher's real-laboratory lessons¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? With the same teacher (Teacher D), laboratory lessons using VCL with the experimental group scored 93.6 (constructivist) while real-laboratory lessons with CG-II scored 46.0 (close to traditional) on the teaching-philosophy observation measure. → 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

Observational analysis during the chemical changes unit: lessons of both control groups and the experimental group were observed for 11 lesson-hours each and scored with a semi-structured teaching-philosophy form (traditional 1 to constructivist 4). Table 4 shows Teacher D's laboratory mean was 93.6 (C) with EG versus 46.0 (CT) with CG-II; classroom means were 69.3 and 76.0 (both CC).

"It is seen that teacher D’s “close to traditional” with CG -II group in laboratory lessons, and “constructivist” with EG students in laboratory lessons."

Discussion¶

Related Claims¶

• Control-group-II students performed real experiments under teacher direction and felt self-confidence only to some extent — related
• Experimental-group students reported no difficulty, full participation, and self-confidence when performing experiments in the VCL — related
• The VCL's open infrastructure leaves all variables to students' experimental design — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related