Science Inquiry Using Physical and Virtual Experiments: Systematic Investigation of Issues and Conditions for Learning

使用物理和虚拟实验进行科学探究：系统研究学习问题和条件

• 批准号: 1431904
• 负责人: Sadhana Puntambekar
• 金额: $ 146.43万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431904&HistoricalAwards=false
• 关键词: Science; Inquiry; Using; Physical; Virtual

Both physical labs and virtual labs are often used in science teaching, and both have their advantages and disadvantages. With each providing different affordances for learning, it is often feasible to combine the two in a multitude of ways. This project will conduct a series of studies to: (1) Uncover the differential benefits of physical versus virtual labs, for learners with a range of abilities and prior knowledge, and for content of different difficulty levels; (2) Understand the differential effects of sequencing physical and virtual labs for different learners and content; and (3) Examine how best to combine physical and virtual labs in mixed reality environments. In addressing an important question in educational research, the project will help clarify the currently conflicting findings about the learning benefits of physical and virtual experimentation in fostering deep learning of science concepts. Publications resulting from the project will significantly extend current knowledge about learning from hands-on experimentation and learning from simulated experiments.The research team will systematically examine factors that affect learning from physical and virtual labs in studies conducted across three grade levels in three states. Rigorous analytical tools will assess the effect of several factors on students' learning processes and outcomes. Each year's studies will build upon results from the prior years. The first set of studies will address the comparison of virtual and physical experimentation. A second and third set of studies will investigate the sequencing of physical and virtual experimentation under different conditions. The fourth set of studies will explore an integration of the physical and the virtual for different learners and materials. In each study, a range of data will be collected to understand how students learn, their learning outcomes, and the strategies that teachers use to facilitate learning from physical and virtual labs. Outcomes will include (1) comparisons of students' learning in physical, virtual, sequenced physical and virtual, and integrated physical and virtual labs; 2) knowledge about conditions that promote or hinder learning from physical and virtual labs individually and in various combinations; (3) an understanding of how learning is affected in physical, virtual, sequenced, and integrated labs by differing contexts, topics, student prior knowledge and ability; and (4) a clear and detailed qualitative picture of the differences and similarities in teacher strategies and student learning dynamics in physical, virtual, sequenced, and integrated labs.

物理实验室和虚拟实验室都是理科教学中常用的实验室，两者各有优缺点。由于每一种都为学习提供了不同的启示，因此通常可以通过多种方式将两者联合收割机结合起来。该项目将进行一系列研究，以：（1）揭示物理实验室与虚拟实验室的不同优势，对于具有各种能力和先验知识的学习者，以及不同难度水平的内容;（2）了解物理实验室和虚拟实验室的排序对不同学习者和内容的不同影响;以及（3）研究如何在混合现实环境中最好地结合联合收割机物理和虚拟实验室。在解决教育研究中的一个重要问题时，该项目将有助于澄清目前关于物理和虚拟实验在促进科学概念深度学习方面的学习益处的相互矛盾的发现。该项目的出版物将大大扩展当前关于从实践实验和模拟实验中学习的知识。研究团队将在三个州的三个年级进行的研究中系统地研究影响物理和虚拟实验室学习的因素。 严格的分析工具将评估几个因素对学生学习过程和结果的影响。每年的研究将建立在前几年的结果基础上。第一组研究将讨论虚拟和物理实验的比较。第二组和第三组研究将调查不同条件下物理和虚拟实验的顺序。第四组研究将探索不同学习者和材料的物理和虚拟整合。在每项研究中，将收集一系列数据，以了解学生如何学习，他们的学习成果，以及教师用来促进物理和虚拟实验室学习的策略。 结果将包括：（1）学生在物理、虚拟、顺序物理和虚拟以及综合物理和虚拟实验室中学习的比较;（2）关于促进或阻碍物理和虚拟实验室学习的条件以及各种组合的知识;（3）了解物理，虚拟，顺序和综合实验室中的学习如何受到不同背景，主题，学生先前的知识和能力;（4）教师策略和学生在物理，虚拟，顺序和综合实验室学习动态的差异和相似性的清晰和详细的定性图片。