To be fair, while considering the positive attributes of virtual science laboratories, one must also consider the limitations of virtual science laboratories as well. The NSTA states that the laboratory experience is so integral to the nature of science that it must be included in every science program. Inquiry-based laboratory investigations at every level should be at the core of the science program and should be woven into every lesson and concept strand. To view the NSTA position statement on the role of the laboratory in the science program, please see the link for the NSTA at:
http://www.nsta.org/about/positions/laboratory.aspx
The first limitation is that there are some labs completed in science that cannot be replicated online or on a CD-rom. In my science class today, my students dissected a 12” squid. I have paper versions of the dissection that the students may use for directions and guidance. I also have a CD-rom called BioLab Invertebrate which contains external and internal anatomies of the squid. But there is nothing quite like the smell of fresh bait squid or even of squid soaked in formaldehyde. I will say that the BioLab products are the best out there, in my opinion. Besides the BioLab Invertebrate program (virtual dissection of the earthworm, starfish, crayfish, and squid), there are also BioLab virtual dissections of the frog, the fish, the pig, and the cat. These are animals typically dissected in middle school and high school science classes. These products may be ordered from Carolina Math & Science, at http://www.carolina.com/. Any computer-based learning method will sacrifice the visual, olfactory, and kinesthetic aspects of a traditional laboratory, and thus give up some learning opportunities.
Another related limitation is that by using virtual labs instead of hands-on labs, students will not get the experience handling equipment, measuring devices, glassware, etc. Here is another example. Yesterday, I had the chance to watch Forensic Science students (11th and 12th grade) learn how to perform a gel electrophoresis lab. The directions were very detailed, and the instructor walked the students carefully through the lab. There were several steps that were tricky, requiring precision accuracy. While these steps can be practiced virtually using the University of Utah’s website detailed in a previous blog (see link at http://learn.genetics.utah.edu/units/biotech/index.cfm),
I can see the tremendous value in having the students physically perform the laboratory.
That leads to another limitation, which is mentioned in the NY Times article already referenced in this blog: http://www.nytimes.com/2006/10/20/education/20online.html?_r=2&ref=science&oref=slogin&oref=slogin
The College Board feels that some professors who admit virtual school A.P. science students into their programs never having used real equipment. And remember, if a student passed an A.P. exam, they would enter into a second semester or second year college science course, having already received credit for the introductory course covered by the A.P. course. Would these students be at a disadvantage behind peers who have already mastered lab skills required for upper division science courses, especially if they were science majors?
Another limitation falls under the category of assessment. How do you evaluate a lab with no equipment? How do you accredit courses using labs with no equipment? It may also be expensive and time-consuming to develop a virtual lab that includes all possible variables in the lab. A situation may come up where students desire a parameter for their lab that has not been included in the computer programming.
While it is true that virtual science laboratories have several limitations, the positive attributes meet the requirements set forth by such associations as the NSTA, and are viable alternatives to traditional school labs. Please share any thoughts you have here.
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3 comments:
Great perspective on the possible disadvantage of online AP students. What different hands-on experience would a professor expect a second year science student to have? You asked the disadvantage especially if the student was a science major. How about a pre-med major? This may be getting a little extreme; however, I wonder how much catch up time there would be for these students.
Good questions. If the course was an intensive lab course such as chemistry, the professor would expect the student to be proficient in the use of lab equipment (balances, titration equipment, bunsen burners, proper handling of acids, bases, and other hazardous chemicals, etc.) Perhaps this is why our virtual school does not teach AP Chemistry. Having taken 4 such courses in college chemistry and being somewhat of a klutz, I needed all of the hands-on practice I could get.
Here's an interesting perspective on the question. Simulations in college courses should work for students who are not necessarily science majors but need the credit for graduation. If a student is in a major that is intended on preparing them for working in an actual scientific lab, simulations might be helpful for practice, but cannot replace the real thing.
I think to weigh the disadvantages of science in the virtual classroom is an important part of the discussion. I took hands-on AP science courses and passed the AP exam but when I enrolled in college initially as a science major the credit for the courses were not allowed to be applied to my degree program. University policy prohibited AP courses to count within the specific major, so while my AP History courses counted for my requirements my AP Biology did not and I had to retake it during my first year. I think that the virtual laboratory is a good idea for those who may not want to pursue a career or degree in science but I would almost anticipate that those who desire to study science would be more likely to want to take a hands-on course.
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