Award Abstract # 1431904
Science Inquiry Using Physical and Virtual Experiments: Systematic Investigation of Issues and Conditions for Learning

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: UNIVERSITY OF WISCONSIN SYSTEM
Initial Amendment Date: July 31, 2014
Latest Amendment Date: February 23, 2016
Award Number: 1431904
Award Instrument: Standard Grant
Program Manager: Elizabeth VanderPutten
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: September 1, 2014
End Date: August 31, 2020 (Estimated)
Total Intended Award Amount: $1,464,256.00
Total Awarded Amount to Date: $1,464,256.00
Funds Obligated to Date: FY 2014 = $1,464,256.00
History of Investigator:
  • Sadhana Puntambekar (Principal Investigator)
    puntambekar@education.wisc.edu
  • N Narayanan (Co-Principal Investigator)
  • N Sanjay Rebello (Co-Principal Investigator)
  • Jee-Seon Kim (Co-Principal Investigator)
Recipient Sponsored Research Office: University of Wisconsin-Madison
21 N PARK ST STE 6301
MADISON
WI  US  53715-1218
(608)262-3822
Sponsor Congressional District: 02
Primary Place of Performance: University of Wisconsin-Madison
21 N. Park Street
Madison
WI  US  53715-1218
Primary Place of Performance
Congressional District:
02
Unique Entity Identifier (UEI): LCLSJAGTNZQ7
Parent UEI:
NSF Program(s): ECR-EDU Core Research
Primary Program Source: 04001415DB NSF Education & Human Resource
Program Reference Code(s): 8244, 8818
Program Element Code(s): 798000
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

Both physical labs and virtual labs are often used in science teaching, and both have their advantages and disadvantages. With each providing different affordances for learning, it is often feasible to combine the two in a multitude of ways. This project will conduct a series of studies to: (1) Uncover the differential benefits of physical versus virtual labs, for learners with a range of abilities and prior knowledge, and for content of different difficulty levels; (2) Understand the differential effects of sequencing physical and virtual labs for different learners and content; and (3) Examine how best to combine physical and virtual labs in mixed reality environments. In addressing an important question in educational research, the project will help clarify the currently conflicting findings about the learning benefits of physical and virtual experimentation in fostering deep learning of science concepts. Publications resulting from the project will significantly extend current knowledge about learning from hands-on experimentation and learning from simulated experiments.

The research team will systematically examine factors that affect learning from physical and virtual labs in studies conducted across three grade levels in three states. Rigorous analytical tools will assess the effect of several factors on students' learning processes and outcomes. Each year's studies will build upon results from the prior years. The first set of studies will address the comparison of virtual and physical experimentation. A second and third set of studies will investigate the sequencing of physical and virtual experimentation under different conditions. The fourth set of studies will explore an integration of the physical and the virtual for different learners and materials. In each study, a range of data will be collected to understand how students learn, their learning outcomes, and the strategies that teachers use to facilitate learning from physical and virtual labs. Outcomes will include (1) comparisons of students' learning in physical, virtual, sequenced physical and virtual, and integrated physical and virtual labs; 2) knowledge about conditions that promote or hinder learning from physical and virtual labs individually and in various combinations; (3) an understanding of how learning is affected in physical, virtual, sequenced, and integrated labs by differing contexts, topics, student prior knowledge and ability; and (4) a clear and detailed qualitative picture of the differences and similarities in teacher strategies and student learning dynamics in physical, virtual, sequenced, and integrated labs.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Gnesdilow, D., Fathema, N., Lin, F., Kang, S., Dornfeld, C., & Puntambekar, S. "Exploring middle school students science learning and discourse in physical and virtual labs." n C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: 12thInternational Conference of the Learning Sciences , v.Vol. 2 , 2016 , p.950
Gnesdilow, D., Fathema, N., Lin, F., & Kang, S. & Puntambekar. S. "Exploring Middle School Students? Science Learning and Discourse in Physical and Virtual Labs" In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.).Proceedings of the 12th International Conference of the Learning Sciences, Volume 2, pp.950-953. , 2016
Lin, F., Gnesdilow, D., Martin, N. D., Dornfeld Tissenbaum, C., &Puntambekar, S. "Examining the role of explicit epistemic reflection in promoting students learning from digital text." International Conference of the Learning Sciences (ICLS) , v.1 , 2018 , p.240
Martin, N. D., Gnesdilow, D., & Puntambekar, S. "Integrating Physical and Virtual Models in Biology: A Study of Students Reasoning While Solving a Design Challenge" In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017).Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning , v.1 , 2017 , p.327
Martin, N., Gnesdilow, D., & Puntambekar, S. "Integrating physical and virtual models in biology: A study of students' reasoning while solving a design challenge" Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences. , 2017
Puntambekar, S. Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, H.N., & Rebello, N.S. "Supporting Middle-School Students Science Talk:A Comparison of Physical and Virtual Labs" Journal of Research in Science Teaching , 2020 10.1002/tea.21664
Sullivan, S., Gnesdilow, D., Puntambekar, S., & Kim, J. S. "Middle school students learning of mechanics concepts through engagement in different sequences of physical and virtual experiments" International Journal of Science Education , v.39 , 2017 , p.1573
Sullivan, S., Gnesdilow, D., Puntambekar, S., Kim, J-S. "Middle school students? learning of mechanicsconcepts through engagement in differentsequences of physical and virtual experiments" International Journal of Science Education , 2017 0950-0693

PROJECT OUTCOMES REPORT

Disclaimer

This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.

We conducted a series of studies to examine how students learned from physical and virtual labs. We found that i) overall students did significantly better on content knowledge tests after they conducted virtual labs; ii) different sequences of physical and virtual labs, doing one first and then the other, did not have an impact of learning; iii) students were better able to apply their learning to other contexts after conducting virtual labs; and iv) there were differences on students’ talk while conducting each lab. Our findings are important in adding to research establishing virtual experiments as viable instructional tools to help students learn. In line with prior research we found that students who performed a virtual versus physical lab learned significantly more science content. However, we also found that conducting virtual labs may also better support students' ability to apply their ideas to a new real-world scenario as well as to provide scientifically accurate reasons in their explanations, without negatively affecting their ability to set up and conduct a subsequent physical experiment. However, our findings also suggest that students focus on science practices and other important competencies when they conduct physical experiments. These practices are crucial to the practice science. Rather than viewing physical and virtual experiments as competing options, our results suggest that each might play a unique role in science learning.

 

 


Last Modified: 11/30/2020
Modified by: Sadhana Puntambekar

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