THE EFFECTS OF A VIRTUAL LABORATORY AND META-COGNITIVE SCAFFOLDING ON STUDENTS&#039; DATA MODELING COMPETENCES

Jeng-Fung Hung; Chun-Yen Tsai

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THE EFFECTS OF A VIRTUAL LABORATORY AND META-COGNITIVE SCAFFOLDING ON STUDENTS' DATA MODELING COMPETENCES

Title	THE EFFECTS OF A VIRTUAL LABORATORY AND META-COGNITIVE SCAFFOLDING ON STUDENTS' DATA MODELING COMPETENCES
Publication Type	Journal Article
Year of Publication	2020
Authors	Hung, J-F, Tsai, C-Y
Journal	Journal of Baltic Science Education
Volume	19
Issue	6
Start Page	923-939
Pagination	Continuous
Date Published	December/2020
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	data modeling, meta-cognitive scaffolding, quasi-experimental design, virtual laboratory
Abstract	Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students' data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group Ⅰ (EG Ⅰ), the Experimental Group Ⅱ (EG Ⅱ), and the Control Group (CG). EG Ⅰ (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG Ⅱ (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students' data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.
URL	http://oaji.net/articles/2020/987-1606572541.pdf
DOI	10.33225/jbse/20.19.923
Refereed Designation	Refereed
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