Abstract
Laboratory experiences are a vital component within science education. This paper is a report on the findings of a study conducted on undergraduate level laboratory science courses. A causal-comparative quantitative study was conducted with 150 learners enrolled at a 2-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional experiments. Comparisons were made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment.
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Simon, N. (2015). Improving Higher-Order Learning and Critical Thinking Skills Using Virtual and Simulated Science Laboratory Experiments. In: Elleithy, K., Sobh, T. (eds) New Trends in Networking, Computing, E-learning, Systems Sciences, and Engineering. Lecture Notes in Electrical Engineering, vol 312. Springer, Cham. https://doi.org/10.1007/978-3-319-06764-3_24
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DOI: https://doi.org/10.1007/978-3-319-06764-3_24
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