Abstract:
As our society becomes increasingly technological, research suggests that students, need to benefit from technology-rich learning environments. In an effort both to allow students laboratory experiences that would not otherwise be possible in educational institute settings and to augment the integration of technology within science classrooms, virtual laboratories can be used to simulate real laboratories and encourage students to engage in scientific inquiry. This study investigated the effectiveness of such virtual laboratories in terms of students’ perceptions of the learning environment, attitudes towards science, and achievement. Classes of students who utilized virtual laboratories were compared with classes of students who did not. And there is no opportunity for every student to doing experiment physically in the classrooms.
Data were obtained by administering the Laboratory Assessment in Genetics (LAG) containing selected scales from the Technology-Rich Outcomes-Focused Learning Environment Inventory the Science Laboratory Environment Inventory, and the Test of Science-Related Attitudes as well as some achievement items from previously validated science examinations. Quantitative data were complemented by qualitative data from interviews with students and teachers. Data analysis supported the LAG’s factorial validity, internal consistency reliability, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. All six learning environment scales correlated significantly and positively with students’ attitudes and some of those scales also correlated significantly with students’ achievement. Most learning environment scales were also found to be independent predictors of attitudes.
