The view of scientific inquiry conveyed by simulation-based virtual laboratories

With an increasing number of studies evincing the effectiveness of simulation-based virtual laboratories (VLs), researchers have discussed replacing traditional laboratories. However, the approach of doing science endorsed by VLs has not been carefully examined. A survey of 233 online VLs revealed t...

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Bibliographic Details
Published in:Computers and education 2010-11, Vol.55 (3), p.1123-1130
Main Author: Chen, Sufen
Format: Article
Language:English
Subjects:
Applications in subject areas
Computer Simulation
Conveying
Education
Evaluation Methods
Hypotheses
Inquiry
Interactive learning environments
Laboratories
Literacy
Mathematical models
On-line systems
Online
Pedagogical issues
Science Education
Scientific Literacy
Simulations
Students
Surveys
Teaching Methods
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Summary:With an increasing number of studies evincing the effectiveness of simulation-based virtual laboratories (VLs), researchers have discussed replacing traditional laboratories. However, the approach of doing science endorsed by VLs has not been carefully examined. A survey of 233 online VLs revealed that hypothetico-deductive (HD) logic prevails in VL design. Most VLs convey an oversimplified view of scientific inquiry, which might handicap science education in terms of cultivating the ability to conduct authentic scientific inquiry and to solve everyday problems, or promoting students’ scientific literacy. Ever since Duhem and Kuhn, philosophers of science have learned that the relationship between hypotheses and evidence is holistic rather than deductive; however the pedagogical value of this point has not received enough attention in science education. Many science educators and VL-designers still uncritically adhere to the HD method. This article comments on the HD method and how VLs can avoid embracing it.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2010.05.009