Abstract
A pre-post comparison study design measured student learning gains in conceptual understanding and scientific inquiry related to density in digital versus physical lab spaces. The study incorporated all components of an inquiry-guided classroom and controlled for curriculum, instructor, instructional method, time spent on task, and availability of resources. Pre- and post-assessments of conceptual understanding and inquiry skills were administered to both groups. Paired-samples t tests revealed a significant mean percent correct score increase for conceptual understanding in both the physical lab group (M = .103, SD = .168), t(38) = -3.82, p < .001, r = .53, two-tailed, and the online lab group (M = .084, SD = .177), t(44) = -3.20, p = .003, r = .43, two-tailed. However, a one-way ANCOVA using pretest scores as the covariate revealed that the main effect of lab group on conceptual learning gains was not significant, F(1, 81) = 0.081, p = .776, two-tailed. An omnibus test of model coefficients within hierarchical logistic regression revealed that a correct response on inquiry pretest scores was not a significant predictor of a correct post-test response, χ2(1, N = 84) = 1.68, p = .195, and that when lab mode was added to the model, it did not significantly increase the model’s predictive ability, χ2(2, N = 84) = 1.95, p = .377. Thus, the data in the current study revealed no significant difference in the effect of physical versus digital lab manipulatives when used to teach conceptual understanding and inquiry skills related to density.
Presenters
Jim BrinsonAssistant Professor of Ecology, Sciences and Mathematics, Saint Mary-of-the-Woods College, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Virtual, Digital, Labs, Pedagogy, Online, Learning, Science, Undergraduate, Assessment, Inquiry
