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Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns

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Abstract

Laboratory courses can help students learn in a meaningful way. In the past, students encountered difficulties in chemistry laboratory courses due to limited access to equipment and space for practicing experimental operations. In recent years, virtual laboratories have allowed students to repeatedly practice in order to achieve their experimental goals. However, even when students follow the experimental protocol, some still cannot fully understand the principles and meaning of the experimental procedures. Therefore, when they encounter unexpected situations in experiments, they may not know how to handle them. Thus, this study incorporated a concept mapping-guided learning approach to facilitate students' understanding of the concepts of the experimental process and the relationship between experimental procedures before virtual laboratory practice. Using a quasi-experimental approach, 51 middle school students aged 12 to 13 years were assigned to an experimental group (M = 12, F = 14) using the concept mapping-guided virtual laboratory learning approach, and a control group (M = 12, F = 13) using the conventional virtual laboratory learning approach. The experimental group improved their science process skills, problem-solving awareness, and creative thinking tendency. Teachers can employ guided virtual laboratory learning approaches to help students experiment and understand concepts.

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Data availability

The datasets generated and analyzed during the current study are not publicly available due to privacy and ethical considerations concerning student data. However, the manuscript provides a comprehensive account of the data used, the methodologies employed in data collection, and the analytical processes applied. Researchers interested in replicating the study or inquiring further into the data may contact the corresponding author. Access to the data will be granted following an assessment of the request and ensuring compliance with privacy regulations and institutional policies.

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Acknowledgements

This study is supported in part by the Ministry of Science and Technology of Taiwan under contract numbers MOST 111-2410-H-011 -007 -MY3, MOST 109-2511-H-011 -002 -MY3 and NSTC-111-2410-H-031-092-MY2; Soochow University (TW) (112160605-0009) and the Featured Areas Research Center Program within the Higher Education Sprout Project framework by the Ministry of Education (MOE) in Taiwan.

Funding

National Science and Technology Council (TW),MOST 111-2410-H-011 -007 -MY3,Gwo-Jen Hwang,MOST 109-2511-H-011 -002 -MY3,Gwo-Jen Hwang,NSTC-111-2410-H-031-092-MY2,Mei-Rong Alice Chen,Soochow University,Taiwan,112160605-0009,Mei-Rong Alice Chen,Ministry of Education,the Featured Areas Research Center Program within the Higher Education Sprout Project framework,Mei-Rong Alice Chen

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Authors and Affiliations

  1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No. 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan

    Kuan-Fu Chen & Gwo-Jen Hwang

  2. Graduate Institute of Educational Information and Measurement, National Taichung University of Education, No. 140, Minsheng Rd., Taichung, 403, Taiwan

    Gwo-Jen Hwang

  3. Yuan Ze University, No. 135, Yuandong Rd., Taoyuan City, 320315, Taiwan

    Gwo-Jen Hwang

  4. Department of English Language and Literature, Soochow University, Q114, No. 70, Linshi Rd., Taipei, 111, Taiwan

    Mei-Rong Alice Chen

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Correspondence to Mei-Rong Alice Chen.

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Chen, KF., Hwang, GJ. & Chen, MR.A. Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns. Education Tech Research Dev (2024). https://doi.org/10.1007/s11423-024-10348-y

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