Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19201
Title: 
To improve the planning skill in chemistry investigation through knowledge building and virtual laboratory
Authors: 
Keywords: 
Knowledge building
Knowledge forum
Virtual-lab
Collaborative learning
Chemistry
Issue Date: 
2014
Citation: 
Lo, K., Soh, C. P., Chew, H. C., Lam, S. T. S., Wan, L. K., & Gawade, S. (2014). To improve the planning skill in chemistry investigation through knowledge building and virtual laboratory. In Y. -J. Lee, N. T -L. Lim, K. S. Tan, H. E. Chu, P. Y. Lim, Y. H. Lim, & I. Tan (Eds.), Proceedings of the International Science Education Conference 2014 (pp. 1076-1096). Singapore: National Institute of Education.
Abstract: 
The eduLab-vl project is initiated by four secondary schools in Singapore (Beatty
Secondary, Chung Cheng High, Regent Secondary and Yishun Town Secondary). It is an
educational research project seeking to combine the technology of virtual laboratories (vi)
and the pedagogy of Knowledge Building (KB) together. The objectives of the project are to
investigate the effects ofvl and KB on students' planning skills of scientific investigation.
Two classes (one treatment class and one control class) with equivalent standard and
background were selected from each participating school. Students from the treatment class
were enculturated in the use of virtual laboratory and knowledge building for three months.
The computer-based Knowledge Forum (KF) was used as a collaborative workspace, which
allowed students to contribute theories, build on new ideas and provide evidence to support
their hypothesis. We observed that the students' knowledge in science was advanced and the
planning of scientific investigation was improved during the KB enculturation.
Content analysis on students' discussions postings was performed. Pre-tests and posttests
were conducted · with the same rubric. Surveys on self-directed learning (SDL) and
collaborative learning (CoL) were conducted. The analysis of the results illustrated that the
diversity of ideas, the competencies in planning of scientific investigation, and the CoL of the
treatment classes were significantly improved and were better than the control classes.
URI: 
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