EXP: Transforming High School Science via Remote Online Labs

pi试图更好地理解如何使在线远程实验室在高中科学课上有效地发挥作用，特别是关注教师的角色，因为他们促进了对这些实验室的调查，以及如何支持教师的角色。要解决的重大研究问题是如何理解远程实验室何时以及为什么能促进有效的学习和教学。项目团队在使用高中辐射实验室进行几个不同目的的背景下解决了这个问题。他们在项目过程中不断完善学生和教师的材料，这样他们就可以作为其他虚拟实验室体验的模型。正在修订的实验室期刊旨在包括在在线远程实验室开展调查的框架，这些框架将普遍适用于所有实验室环境。研究表明，当学生无法获得物理现象的第一手经验时，使用远程实验室比进行模拟实验能更好地帮助学生掌握他们调查经验的真实性；学生在远程实验室进行实验比在模拟实验中体验到的现象更真实。这表明，对于没有实验室设备的学校，以及对于在教室中进行调查过于危险或复杂的情况，在线远程实验室可以在促进内容学习和科学素养方面发挥强大的作用。如果我们真的想让所有人都具有科学素养，那么让每个青少年都有机会参与有意义的实验室体验，让他们体验科学家在做什么，科学家是如何推理的，这是至关重要的。但是有许多高中没有设备来允许这种情况发生。这个项目为在远程实验室周围创造这种有意义的体验奠定了基础。一些这样的实验室拥有复杂的设备，这在学校是不合适的；有些学校的设备更简单，许多学校根本负担不起。远程实验室由个人或学生团队使用适合学习者发展的用户界面访问，允许他们运行，改进和重新运行实验，并从远处观看真实的设备执行他们的指示。要使远程实验室在课堂上很好地发挥作用，就需要为教师提供各种工具，使教师能够在进行在线和远程调查时促进调查活动，并监控课堂上个人和小组的进展。这个项目的重点是一个特殊的远程在线实验室（一个盖革计数器），为实验室周围的高中生创造有意义的体验，并确定教师需要的各种工具来有效地促进这种体验。将学到的东西将适用于创建其他有意义的远程实验室体验，并以类似的方式使用其他远程实验室设施。

The PIs seek to understand better how online remote labs can be made to function effectively in high-school science classes, especially focusing on the roles of teachers as they facilitate investigations around those labs and how to support teachers in their roles. The big research issue addressed is coming to understand both when and why remote labs promote effective learning and teaching. The project team is addressing this question in the context of using a high-school radiation lab for several different purposes. They are refining student and teacher materials over the course of the project so they can serve as models for other virtual lab experiences. The lab journal that is being refined is designed to include scaffolding for carrying out investigations in online remote labs that will be generally applicable across laboratory contexts. Research shows that access to remote labs helps students better grasp the reality of their investigative experience than do simulations when students do not have access to first-hand experience with physical phenomena; students experience phenomena as more real when carrying out experiments using remote labs than when using simulations to carry out the same experiments. This suggests that for schools without lab equipment and for situations where investigations are too dangerous or sophisticated to be carried out in a classroom, online remote labs can play a powerful role in promoting both content learning and science literacy.If we truly want our full population to be scientifically literate, then giving every teen the opportunity to participate in meaningful laboratory experiences that allow them to experience what scientists do and how scientists reason is essential. But there are many high schools without the equipment to allow this to happen. This project lays the groundwork for creating such meaningful experiences around remote labs. Some such labs have sophisticated equipment that would be inappropriate in a school; some have simpler equipment that many schools simply cannot afford. Remote labs are accessed by individuals or student teams using a user interface that is developmentally appropriate for the learners and that allows them to run and refine and rerun experiments and watch from afar as real equipment carries out their instructions. Making remote labs work well in classrooms requires having the kinds of tools for teachers that will allow teachers to facilitate investigation activities and monitor the progress of individuals and groups in the class as they do their investigations online and remotely. This project's focus is on one particular remote online lab (a Geiger counter), creating meaningful experiences for high schoolers around that lab, and identifying the kinds of tools teachers need to facilitate such experiences effectively. What will be learned will be applicable to creating other meaningful remote lab experiences and using other remote lab facilities in similar ways.