Development of an environmental virtual field laboratory
Development of an environmental virtual field laboratory
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DOI：
10.1016/j.compedu.2004.03.002
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发表时间：
2005-08-01
影响因子：
12
通讯作者：
Bliss, CM
中科院分区：
文献类型：
--
作者：
Ramasundaram, V;Grunwald, S;Bliss, CM
实验室练习，实地观察和实地考察是许多地球科学和环境科学课程的基本组成部分。由于距离、时间、费用、规模、安全性或现实世界环境的复杂性，实地观察和实地考察可能会受到限制。我们的目标是开发一个环境虚拟现场实验室，以研究环境的属性和过程，刺激学生的高阶认知技能。我们为我们的虚拟现场实验室考虑了以下标准：（i）全球访问，即，基于网络的实施;（ii）模拟各种学习机制;（iii）互动性，以吸引学生;（iv）划分和分级组织结构;（v）利用地质统计学和科学可视化技术抽象二维和三维地理对象（如土壤、地形）和动态生态系统过程（如水流）。我们在设计电脑辅助教学工具时，考虑到认知科学，以提高学习的效率。我们的虚拟实地实验室模仿学生的学习过程中操作的真实的实地考察和/或实地观察;并为学生提供了一个模拟环境，研究环境过程中的空间和时间，不能提供一个真实的实地考察。我们实施了以下学习机制：（i）基于探索的学习;（ii）基于类比的学习;（iii）科学探究学习;（iv）基于抽象的学习。为了让学生参与我们的环境虚拟现场实验室，我们实现了多种交互功能，包括探索3D模型和自适应选择性模拟。我们使用虚拟现实建模语言，Java，Java脚本，和外部创作接口开发环境虚拟现场实验室的42公顷的flatwood网站在佛罗里达的广泛的数据集存在。我们的数字化学习环境提供了增强现有校园课程和/或远程教育课程的潜力。(c)2004爱思唯尔有限公司保留所有权利。
Laboratory exercises, field observations and field trips are a fundamental part of many earth science and environmental science courses. Field observations and field trips can be constrained because of distance, time, expense, scale, safety, or complexity of real-world environments. Our objectives were to develop an environmental virtual field laboratory to study environmental properties and processes that stimulate the higher-order cognitive skills of students. We considered the following criteria for our virtual field laboratory: (i) global access, i.e., web-based implementation; (ii) simulation of a variety of learning mechanisms; (iii) interactivity to engage students; (iv) compartmentalization and hierarchical organizational structure; (v) abstraction of 2D and 3D geographic objects (e.g. soils, terrain) and dynamic ecosystem processes (e.g. water flow) using geostatistics and scientific visualization techniques. Cognitive science was considered during the design of our computer-aided instructional tools to enhance the effectiveness for learning. Our virtual field laboratory mimicked the students' learning processes that operate during real field trips and/or field observations; and provided students with a simulation environment to study environmental processes in space and time that cannot be provided on a real field trip. We implemented the following learning mechanisms: (i) exploration-based learning; (ii) analogy-based learning; (iii) science inquiry learning; (iv) abstraction-based learning. To engage students in our environmental virtual field laboratory, we implemented multiple interactivity functions including the exploration of 3D models and adaptive selective simulations. We used Virtual Reality Modeling Language, Java, Java Script, and External Authoring Interface to develop the environmental virtual field laboratory for a 42-ha flatwood site in Florida for which extensive datasets existed. Our digital learning environment offers potential to enhance existing on-campus courses and/or distance education courses. (c) 2004 Elsevier Ltd. All rights reserved.