An implementation of remote laboratory for secondary science education
Abstract
This paper reports our classroom implementation of a new remote laboratory (RL) system, which was developed by using innovative ideas and methods for applying technology‐enhanced learning to secondary school science education (Grades 7–9 or Ages 12–14). The newly developed RL system, which involves 8 remote experiments, was tested with 32 secondary school students from a local public school in order to evaluate its usability, learning, and their perception. The present study was carried out by using a mixed research method, including a questionnaire survey (open‐ended questions) and interviews. The corresponding research tools were specifically developed to collect data on students' perceptions and the implementation issues of the RL system. The survey results revealed that there was no major refinement required for the RL system, which was good enough for further adoption in secondary science education because its methods used to conduct online experiments could (a) extend/enhance the existing practices (with virtual/simulation experiments only) of e‐learning and (b) largely induce students' favourable views and perceptions in their own learning. Besides, negative comments and suggestions for improvement were purposely collected during a follow‐up period with an aim to pinpoint any ways in which the RL system and its design could be refined. They turned out to be very minor and easily fixed, and so the refined RL system is educationally suitable for use in laboratory activities and demonstrations to enhance the learning and teaching of science within and outside the secondary school environment.
Lay Description
What is already known about this topic:
- Numerous issues and difficulties hinder the active learning and teaching of science in schools, particularly during laboratory work.
- RL via web‐based learning is considered a constructivist method of learning.
- The RL approach is believed to offer a new alternative to practical learning, which extends within and beyond traditional practical work.
What this paper adds:
- A newly developed RL system was tested in a local public school to evaluate its usability and students' learning and their perception.
- The methods used to conduct online experiments could extend/enhance the existing practices of e‐learning.
- The RL experiments could largely induce students' favourable views and perceptions in their own learning of science.
Implications for practice and/or policy:
- It is feasible to adopt the RL system into existing e‐learning materials for enriching or enhancing scientific investigation activities.
- The present research found that the learning effectiveness of remote experiments is deemed to be as good as that of hands‐on experiments.
