An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education

Okan Doruk; Rabia Sarıkaya

doi:10.17152/gefad.1264589

TR EN

Sanal Laboratuvarların Fen Eğitiminde Kullanımıyla İlgili 2013-2022 Yılları Arasındaki Çalışmaların İncelenmesi

Öz

Bu araştırma; sanal laboratuvarların fen bilimleri eğitiminde kullanılmasıyla ilgili yapılmış uluslararası çalışmaların belli ölçütler çerçevesinde seçilip analiz edilmesinden oluşan bir sistematik derlemedir. Araştırma verileri, sanal laboratuvara yönelik araştırmaların incelenmesiyle elde edilmiştir. Sistematik derleme olan bu araştırmada 2013-2022 yılları arasında Web of Science veri tabanında başlık ve özet kısımlarında sanal laboratuvar anahtar kelimesinin geçtiği 1322 makale incelenmiştir. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen makale inceleme formu kullanılmıştır. Çalışmaya dahil edilecek makalelerin belirlenmesinde ölçüt örneklem yöntemi kullanılmıştır. Dahil edilme kriterlerine uyan ve tam metnine ulaşılabilen 30 makale çalışmanın örneklemini oluşturmuştur. Veriler analiz edilirken araştırmacılar arası tutarlılığa dikkat edilmiş ve kodlayıcılar arası güvenirlik %90 hesaplanmıştır. Bu sistematik derleme kapsamında verilerin analizinde betimsel analiz ve içerik analiz kullanılmıştır. Betimsel analizde sanal laboratuvarla ilgili yapılan çalışmaların; yıllara göre dağılımı, konu alanlarına göre dağılımı, katılımcı düzeylerine göre dağılımı, grup büyüklüklerine göre dağılımı, yöntem ve desenleri, veri toplama araçları ve veri analiz biçimlerinin frekansları sunulmuştur. İçerik analizinde ise çalışmaların sanal laboratuvarla ilgili ulaştıkları sonuçlar kod, kategori ve temalar oluşturacak şekilde gruplandırılmıştır. Araştırma sonuçları genel olarak değerlendirildiğinde, sanal laboratuvar uygulamalarının fen eğitimini farklı değişkenler bakımından olumlu etkilediği görülmüştür.

Anahtar Kelimeler

Sanal laboratuvar, Fen bilimleri eğitimi, Sistematik derleme

An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education

Öz

This study is a systematic review that is composed of the analysis of several international studies on the use of virtual laboratories in science education that were selected based on certain criteria. Research data have been attained by reviewing studies that concern virtual laboratories. For this systematic review, 1322 scientific articles published in the Web of Science database between 2013 and 2022, with the keyword "virtual laboratory" in their titles or abstracts, were reviewed. An article review form was used as the tool for collecting data. In determining the papers to be included in the study, the criterion sampling method was used. The sample of the study consists of 30 papers which comply with the inclusion criteria and were accessible in full text. Descriptive and content analyses were used in this systematic review. The studies on virtual laboratories are presented via descriptive analysis on the basis of their distribution by years, distribution by subject fields, distribution by participant levels, distribution by group sizes, methods and patterns, data collection tools, and frequencies of data analysis types. The results of virtual laboratories that these studies acquired were grouped via content analysis under codes, categories, and themes. When the results achieved by these studies are evaluated as a whole, it becomes clear that virtual laboratory applications positively impact science education with respect to different variables.

Anahtar Kelimeler

Virtual laboratory, Science education, Systematic review

Kaynakça

Achuthan, K., Francis, S. P., & Diwakar, S. (2017). Augmented reflective learning and knowledge retention perceived among students in classrooms involving virtual laboratories. Education and Information Technologies, 22(6), 2825-2855. https://doi.org/10.1007/s10639-017-9626-x
Ahmed, M. E., & Hasegawa, S. (2019). The effects of a new virtual learning platform on improving student skills in designing and producing online virtual laboratories. Knowledge Management & E-Learning: An International Journal, 11(3), 364-377. https://doi.org/10.34105/j.kmel.2019.11.019
Ali, N., Ullah, S., & Khan, D. (2022). Minimization of students’ cognitive load in a virtual chemistry laboratory via contents optimization and arrow-textual aids. Education and Information Technologies, 27, 7629-7652. https://doi.org/10.1007/s10639-022-10936-6
Almazaydeh, L., Younes, I., & Elleithy, K. (2016). An Interactive and Self-instructional Virtual Chemistry Laboratory. International Journal of Emerging Technologies in Learning (iJET), 11(07), 70–73. https://doi.org/10.3991/ijet.v11i07.5853
AlZahrani, N. S. (2015). Designing virtual science labs for the islamic academy of delaware (Order No. 3730250). Available from ProQuest Dissertations & Theses Global. (1727750823). Retrieved from https://www.proquest.com/dissertations-theses/designing-virtual-science-labs-islamic-academy/docview/1727750823/se-2
Arista, F. S., & Kuswanto, H. (2018). Virtual Physics Laboratory Application Based on The Android Smartphone to Improve Learning Independence and Conceptual Understanding. International Journal of Instruction, 11(1), 1-16. https://doi.org/10.12973/iji.2018.1111a
Ayas, A., & Tatlı, Z. (2011, September). Assessment of the Virtual Chemistry Laboratory from The Students’ Point of View. 5th- International Computer and Instructional Technologies Symposium, Elazığ-Turkey.
Barrie, S. C., Bucat, R. B., Buntine, M. A., Burke da Silva, K., Crisp, G. T., George, A. V., Jamie, I.M, Kable, S.H., Lim, K. F., Pyke, S.M., Read, J.R., Sharma, M.D., & Yeung, A. (2015). Development, evaluation and use of a student experience survey in undergraduate science laboratories: the advancing science by enhancing learning in the laboratory student laboratory learning experience survey. International Journal of Science Education, 37(11), 1795-1814. https://doi.org/10.1080/09500693.2015.1052585
Chan, P., Van Gerven, T., Dubois, J. L., & Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/10.1016/j.caeo.2021.100053
Chen, S. (2010). The view of scientific inquiry conveyed by simulation-based virtual laboratories. Computers & education, 55(3), 1123-1130. https://doi.org/10.1016/j.compedu.2010.05.009

Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85, 59-73. https://doi.org/10.1016/j.compedu.2015.02.007
Cepni, S., & Ayvaci, H. (2019). Laboratory supported science and technology teaching. In S. Cepni (Eds.), Science and technology teaching from theory to practice. (pp.287-321). Pegem.
Coştu, B., Ayaş, A., Çalık, M., Ünal, S., Karataş, F. Ö. (2005). Determining preservice science teachers’ competences in preparing solutions and in use of laboratory tools. Hacettepe University Journal of Education, 28, 65-72. Retrieved from http://www.efdergi.hacettepe.edu.tr/
Daineko, Y., Ipalakova, M., Tsoy, D., Bolatov, Z., Baurzhan, Z., & Yelgondy, Y. (2020). Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions. Computer Applications in Engineering Education, 28(5), 1220-1231. https://doi.org/10.1002/cae.22297
Deepika, N. M., Bala, M. M., & Kumar, R. (2021). Design and implementation of intelligent virtual laboratory using RASA framework. Materials Today: Proceedings. https://doi.org/10.1016/j.matpr.2021.01.226
Falode, O. C., & Gambari, A. I. (2017). Evaluation of virtual laboratory package on Nigerian secondary school physics concepts. Turkish Online Journal of Distance Education, 18(2), 168-178. https://doi.org/10.17718/tojde.306567
Gunawan, G., Harjono, A., Sahidu, H., & Herayanti, L. (2017). Virtual laboratory of electricity concept to improve prospective physics teachers creativity. Jurnal Pendidikan Fisika Indonesia, 13(2), 102-111. https://doi.org/10.15294/jpfi.v13i2.9234
Herga, N. R., Čagran, B., & Dinevski, D. (2016). Virtual laboratory in the role of dynamic visualisation for better understanding of chemistry in primary school. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 593-608. https://doi.org/10.12973/eurasia.2016.1224a
Herga, N. R., Glažar, S. A., & Dinevski, D. (2015). Dynamic visualization in the virtual laboratory enhances the fundamental understanding of chemical concepts. Journal of Baltic Science Education, 14(3), 351-365.
Higgins, J. P. T., & Green, S. (Eds). (2011). Cochrane handbook for systematic reviews of interventions. http://handbook-5-1.cochrane.org/
Hung, J. F., & Tsai, C. Y. (2020). The Effects of a virtual laboratory and metacognitive scaffolding on students' data modeling competences. Journal of Baltic Science Education, 19(6), 923-939. https://doi.org/10.33225/jbse/20.19.923
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Ifthinan, D. N. M., & Atun, S. (2019). The Impact of Inquiry-Based Virtual Laboratory on Students' Inquiring Abilities. MIER Journal of Educational Studies Trends and Practices, 9(1), 50–61. https://doi.org/10.52634/mier/2019/v9/i1/1377
Jagodziński, P., & Wolski, R. (2015). Assessment of application technology of natural user interfaces in the creation of a virtual chemical laboratory. Journal of Science Education and Technology, 24(1), 16-28. https://doi.org/10.1007/s10956-014-9517-5
Kapici, H. O., Akcay, H., & Cakir, H. (2022). Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories. International Journal of Science Education, 44(2), 324-345. https://doi.org/10.1080/09500693.2022.2028926
Kapici, H. O., Akcay, H., & Koca, E. E. (2022). Comparison of the quality of written scientific arguments in different laboratory environments. International Journal of Science and Mathematics Education, 20(1), 69-88. https://doi.org/10.1007/s10763-020-10147-w
Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together―which works better for acquiring knowledge and skills?. Journal of science education and technology, 28(3), 231-250. https://doi.org/10.1007/s10956-018-9762-0
Kapici, H. O., Akcay, H., & de Jong, T. (2020). How do different laboratory environments influence students’ attitudes toward science courses and laboratories?. Journal of Research on Technology in Education, 52(4), 534-549. https://doi.org/10.1080/15391523.2020.1750075
Karlsson, G., Ivarsson, J., & Lindström, B. (2013). Agreed discoveries: students’ negotiations in a virtual laboratory experiment. Instructional science, 41(3), 455-480. https://doi.org/10.1007/s11251-012-9238-1
Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. Procedia-Social and Behavioral Sciences, 217, 706-711. https://doi.org/10.1016/j.sbspro.2016.02.126
Koç Ünal, İ., & Şeker, R. (2020). The Examination of the effect of virtual laboratory applications on student’ academic achievement: Electricity unit. Journal of Kirsehir Education Faculty, 21(1), 504-543. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/57218/808092
Lai, T. L., Lin, Y. S., Chou, C. Y., & Yueh, H. P. (2022). Evaluation of an inquiry-based virtual lab for junior high school science classes. Journal of Educational Computing Research, 59(8), 1579-1600. https://doi.org/10.1177/07356331211001579
Lee, S. W. Y., Lai, Y. C., Alex Yu, H. T., & Lin, Y. T. K. (2012). Impact of biology laboratory courses on students' science performance and views about laboratory courses in general: innovative measurements and analyses. Journal of Biological Education, 46(3), 173-179. https://doi.org/10.1080/00219266.2011.634017
Miles, M. B. & Huberman, A. M. (2015). Qualitative data analysis. (Translated by S. Akbababa Altun and A. Ersoy). Ankara: Pegem Academy.
Penn, M., & Mavuru, L. (2020). Assessing pre-service teachers’ reception and attitudes towards virtual laboratory experiments in life sciences. Journal of Baltic Science Education, 19(6A), 1092-1105. https://doi.org/10.33225/jbse/20.19.1092
Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, N. H., & Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419. https://doi.org/10.1002/tea.21664
Reeves, S. M., & Crippen, K. J. (2021). Virtual laboratories in undergraduate science and engineering courses: A systematic review, 2009–2019. Journal of Science Education and Technology, 30(1), 16-30. https://doi.org/10.1007/s10956-020-09866-0
Špernjak & Šorgo (2018) Differences in acquired knowledge and attitudes achieved with traditional, computer-supported and virtual laboratory biology laboratory exercises, Journal of Biological Education, 52(2), 206-220, https://doi.org/10.1080/00219266.2017.1298532
Sullivan, S., Gnesdilow, D., Puntambekar, S., & Kim, J. S. (2017). Middle school students’ learning of mechanics concepts through engagement in different sequences of physical and virtual experiments. International Journal of Science Education, 39(12), 1573-1600. https://doi.org/10.1080/09500693.2017.1341668
Tatli, Z., & Ayas, A. (2013). Effect of a virtual chemistry laboratory on students' achievement. Journal of Educational Technology & Society, 16(1), 159-170. Retrieved from https://www.jstor.org/
Topalsan, A. K. (2020). Development of scientific inquiry skills of science teaching through argument-focused virtual laboratory applications. Journal of Baltic Science Education, 19(4), 628-646. https://doi.org/10.33225/jbse/20.19.628
Triejunita, C.N., Putri, A. & Rosmansyah, Y. (2021, November). A Systematic Literature Review on Virtual Laboratory for Learning, 2021 International Conference on Data and Software Engineering (ICoDSE), pp. 1-6, doi: 10.1109/ICoDSE53690.2021.9648451
Tüysüz, C. (2010). The Effect of the virtual laboratory on students' achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37-53. Retrievedfrom https://iojes.net/index.jsp?mod=tammetin&makaleadi=&makaleurl=IOJES_167.pdf&key=41381
Ullah, S., Ali, N., & Rahman, S. U. (2016). The effect of procedural guidance on students’ skill enhancement in a virtual chemistry laboratory. Journal of Chemical Education, 93(12), 2018-2025. https://doi.org/10.1021/acs.jchemed.5b00969
Wang, T. L., & Tseng, Y. K. (2018). The comparative effectiveness of physical, virtual, and virtual-physical manipulatives on third-grade students’ science achievement and conceptual understanding of evaporation and condensation. International Journal of Science and Mathematics Education, 16(2), 203-219. https://doi.org/10.1007/s10763-016-9774-2
Winkelmann, K., Scott, M., & Wong, D. (2014). A study of high school students’ performance of a chemistry experiment within the virtual world of second life. Journal of chemical education, 91(9), 1432-1438. https://doi.org/10.1021/ed500009e
Wolski, R., & Jagodziński, P. (2019). Virtual laboratory—Using a hand movement recognition system to improve the quality of chemical education. British Journal of Educational Technology, 50(1), 218-231. https://doi.org/10.1111/bjet.12563
Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in social sciences (11th Edition). Ankara: Seçkin Publishing.
Yusuf, I., & Widyaningsih, S. W. (2020). Implementing E-Learning-Based Virtual Laboratory Media to Students' Metacognitive Skills. International Journal of Emerging Technologies in Learning, 15(5), 63-74. https://doi.org/10.3991/ijet.v15i05.12029
Zhang, X., Al-Mekhled, D., & Choate, J. (2021). Are virtual physiology laboratories effective for student learning? A systematic review. Advances in Physiology Education, 45(3), 467-480. https://doi.org/10.1152/advan.00016.2021

Ayrıntılar

Birincil Dil

İngilizce

Konular

Fen Bilgisi Eğitimi

Bölüm

Sistematik Derlemeler ve Meta Analiz

Yazarlar

Okan Doruk ^*
0000-0001-6264-765X
Türkiye

Rabia Sarıkaya
0000-0001-9247-8973
Türkiye

Yayımlanma Tarihi

30 Aralık 2023

Gönderilme Tarihi

13 Mart 2023

Kabul Tarihi

25 Ekim 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 43 Sayı: 3

DOI

https://doi.org/10.17152/gefad.1264589

IZ

https://izlik.org/JA25AS94EW

APA

Doruk, O., & Sarıkaya, R. (2023). An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education. Gazi Eğitim Fakültesi Dergisi, 43(3), 1451-1485. https://doi.org/10.17152/gefad.1264589

AMA

1.Doruk O, Sarıkaya R. An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education. GEFAD. 2023;43(3):1451-1485. doi:10.17152/gefad.1264589

Chicago

Doruk, Okan, ve Rabia Sarıkaya. 2023. “An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education”. Gazi Eğitim Fakültesi Dergisi 43 (3): 1451-85. https://doi.org/10.17152/gefad.1264589.

EndNote

Doruk O, Sarıkaya R (01 Aralık 2023) An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education. Gazi Eğitim Fakültesi Dergisi 43 3 1451–1485.

IEEE

[1]O. Doruk ve R. Sarıkaya, “An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education”, GEFAD, c. 43, sy 3, ss. 1451–1485, Ara. 2023, doi: 10.17152/gefad.1264589.

ISNAD

Doruk, Okan - Sarıkaya, Rabia. “An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education”. Gazi Eğitim Fakültesi Dergisi 43/3 (01 Aralık 2023): 1451-1485. https://doi.org/10.17152/gefad.1264589.

JAMA

1.Doruk O, Sarıkaya R. An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education. GEFAD. 2023;43:1451–1485.

MLA

Doruk, Okan, ve Rabia Sarıkaya. “An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education”. Gazi Eğitim Fakültesi Dergisi, c. 43, sy 3, Aralık 2023, ss. 1451-85, doi:10.17152/gefad.1264589.

Vancouver

1.Okan Doruk, Rabia Sarıkaya. An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education. GEFAD. 01 Aralık 2023;43(3):1451-85. doi:10.17152/gefad.1264589

Cited By

Implementation of Biotechnology Applied to Medicine Course Using Virtual Laboratories: Perceptions and Attitudes of Students

Education Sciences

https://doi.org/10.3390/educsci14020157

Sanal Laboratuvarların Fen Eğitiminde Kullanımıyla İlgili 2013-2022 Yılları Arasındaki Çalışmaların İncelenmesi

Öz

Anahtar Kelimeler

An Examination of the Studies Between 2013-2022 on the Use of Virtual Laboratories in Science Education

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Implementation of Biotechnology Applied to Medicine Course Using Virtual Laboratories: Perceptions and Attitudes of Students