Literature Review
Integrating technology into the classroom is an issue that has been widely debated across America. There has been much research done specifically investigating whether or not virtual labs and simulations are as effective as traditional hands-on labs. If so, they could help public school systems become far more equitable across the country, as these labs are much cheaper, safer, and more accessible than traditional "wet" labs. I chose to do an extensive literature review in order to see what research has found about this question.
Supporting Evidence
One thing I discovered during my research is that there are several reasons why using online labs or simulations in high school science classrooms can be beneficial to student learning.
A study conducted by Kerr, Rynearson & Kerr (2004) compared the achievement of students using virtual labs with that of students using traditional "wet" labs in an independent school in Texas. They found that the difference in achievement (measured by test scores) between the two groups was statistically insignificant. In other words, students learned the same amount of material with the same level of understanding (as proven on a test) from the online labs as they did from the wet labs. From these results, the researchers stated four benefits of using online labs in the classroom:
A second study conducted by Zumbach, Schmitt, Reimann & Starkloff (2006) introduces the concept of equity. The goal of this study was to design a virtual molecular biology learning lab for use in high school classrooms in order to provide an authentic hands-on experience for students in schools that simply cannot afford to have traditional lab materials. Through this process, they realized that there are aspects of online labs that are crucial to include if they are to be effective at producing equal student learning. These aspects are:
Finally, a study conducted by Winkelmann, Scott & Wong (2014) investigated the quality of student work from a virtual lab that mimicked a real lab. Their findings were as follows:
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Refuting Evidence
On the other hand, research also shows that there are a few drawbacks to using online labs in the classroom, as opposed to traditional labs.
An article in the New York Times written by Dillon (2007) deals with the issue of whether or not virtual labs are comparable to hands-on labs in terms of AP credit. His reason for researching this issue is rooted in the fact that there are plenty of students who desperately want to go to college but attend schools that unfortunately cannot afford materials for wet science labs and therefore are not able to support the AP curriculum of any lab-based science class. His argument is that virtual labs are better than no labs at all, which is true. However, virtual labs do not teach students the practical lab skills, such as measuring liquids with a graduated cylinder or performing a precise titration using a buret, that they will need to succeed in college laboratory courses. Since AP credit qualifies students to place out of introductory level lab courses in college, students MUST gain these practical lab skills from their AP classes; therefore, virtual labs cannot be a substitute for wet labs in these higher-level high school courses. A second study conducted by Tatli & Ayas (2013) investigates student knowledge from a virtual lab in three 9th grade chemistry classrooms. One of their conclusions, which they view as a benefit, is that the expected results will always happen in a virtual lab, allowing students to focus on data analysis. While I recognize this can be good in some circumstances, I think this is a huge disadvantage! Science rarely turns out the way we expect it to. In fact, I have never gotten "perfect" data in my 10 years of lab experience! This is one of the most important things that students should learn about science, and because of this they need to know how to explain and account for the errors that are introduced into their experiments in any traditional lab. Virtual labs rob students of this opportunity that is crucial to their understanding of the scientific process and community.
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Sources:
Kerr, M. S., Rynearson, K., Kerr, M. C. (2004). Innovative educational practice: Using virtual labs in the secondary classroom. Journal of Educators Online, 1(1).
Zumbach, J., Schmitt, S., Reimann, P., Starkloff, P. (2006). Learning life sciences: Design and development of a virtual molecular biology learning lab. The Journal of Computers in Mathematics and Science Teaching, 25(3), 281-300.
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.
Dillon, S. (2007). Virtual science labs. New York Times Upfront, 10(139), 26.
Tatli, Z., Ayas, A. (2013). Effect of a virtual chemistry laboratory on students’ achievement. Journal of Educational Technology & Society, 16(1), 159-170.
Kerr, M. S., Rynearson, K., Kerr, M. C. (2004). Innovative educational practice: Using virtual labs in the secondary classroom. Journal of Educators Online, 1(1).
Zumbach, J., Schmitt, S., Reimann, P., Starkloff, P. (2006). Learning life sciences: Design and development of a virtual molecular biology learning lab. The Journal of Computers in Mathematics and Science Teaching, 25(3), 281-300.
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.
Dillon, S. (2007). Virtual science labs. New York Times Upfront, 10(139), 26.
Tatli, Z., Ayas, A. (2013). Effect of a virtual chemistry laboratory on students’ achievement. Journal of Educational Technology & Society, 16(1), 159-170.