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

物理实验室和虚拟实验室都是科学教学中经常使用的实验室，都有各自的优缺点。由于每一种方法都提供了不同的学习费用，将两者以多种方式结合起来往往是可行的。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，对具有不同能力和先前知识的学习者以及不同难度水平的内容；(2)了解对不同学习者和内容的物理实验室和虚拟实验室进行排序的不同影响；以及(3)研究如何在混合现实环境中最好地结合物理实验室和虚拟实验室。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对科学概念的深入学习方面的学习益处的相互矛盾的发现。该项目产生的出版物将极大地扩展当前关于从动手实验中学习和从模拟实验中学习的知识。研究小组将在三个州的三个年级水平进行的研究中，系统地检查影响从物理和虚拟实验室学习的因素。严谨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。每年的研究将以前几年的成果为基础。第一组研究将解决虚拟实验和物理实验的比较问题。第二组和第三组研究将调查不同条件下物理实验和虚拟实验的顺序。第四组研究将探索针对不同学习者和材料的物理和虚拟的整合。在每项研究中，将收集一系列数据，以了解学生如何学习、他们的学习结果，以及教师使用哪些策略来促进从物理和虚拟实验室进行学习。结果将包括：(1)比较学生在物理、虚拟、顺序物理和虚拟以及综合物理和虚拟实验室中的学习情况；2)了解在单独和各种组合中促进或阻碍从物理和虚拟实验室学习的条件；(3)了解物理、虚拟、顺序和综合实验室中不同的情境、主题、学生先前的知识和能力如何影响学习；以及(4)清楚而详细地描述物理、虚拟、顺序和综合实验室中教师策略和学生学习动态的异同。

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.