Effect of virtual science lab in developing different science concepts among students at secondary level

Effect of virtual science lab in developing different science concepts among students at secondary level

Effect of virtual science lab in developing different science concepts among students at secondary level

MANUAL RESEARCH PROJECT

Course Code: 8675 / 8681

Semester: Spring 2021

Region: ………..

Theme: Twenty First Century Skills

Sub-theme: Social Skills

Topic: Effect of virtual science lab in developing different science concepts among students at secondary level

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control.Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.

Effect of virtual science lab in developing different science concepts among students at secondary level

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Effect of virtual science lab in developing different science concepts among students at secondary level

Literacy Rate:

In 2019, Sahiwal’s literacy rate of 66% for females was noticeably lower than the 79% for males.

Q.1      Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution.

Science can and should motivate students toward learning and toward developing curiosity about the world in which they live.I choose this sub theme science learning because Science learning is the analysis of facts to form a judgment. The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence. Learning has growing significance in contemporary world, and received increased attention in recent educational reforms around the world. Learning is the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)”. In education field, learning is believed to be a combination of abilities, skills, motivation, attitudes and other factors. Among all these attributes, science learning is always considered as central to learning development. From the cognitive approach, leading scholars of learning consider divergent thinking as the essence of science learning. Learning is an elusive concept and can be interpreted in a variety of different ways. So is learning in science domain. Learning in science education may aim at developing scientific learningor some general science learning elements. Learning field is having an on-going debate on the domain-specificity and generality of learning. This shed doubt on the transfer of learning from science to other domains. On the other hand, the suitability of developing learning of scientists in a “science for all” curriculum is controversial. There is still no conclusion to what should be the teaching objectives and instructional strategies of learning education in science. For these reasons, a multi-faceted perspective for integrating creative learning into science education is easier to be accepted than a unidirectional one. Multiple approaches to foster learning in Physics education, including discovery, understanding, presentation, application, and integration of science knowledge. For infusing learning into regular lessons, one may need to consider the approaches of existing science curriculum. For long, science content-based and science process-based are the two most common approaches in science curriculum. Coming to recent decades, the science-technology-society (STS) approach grew in significance. In parallel with these science curricula, this study suggests three approaches for integrating learning into regular science lessons, i.e. developing science learning through science process, science content and science scenario.

Q.2      What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends and supervisor.

Discussion with Supervisor:

My supervisor pointed out that Students’ science learning which are different from one another require a learning condition involving a learning experience, so that the potential of science learning can develop. Science learning can be incorporated into learning by teachers, so teachers should be able to carry out the mandate of developing students’ science learning. Science learning are considered to be very important for students. In order to face the challenges of modern life which is dynamic and full of uncertainty, it is necessary to develop science learning in learning. In fact, these science learning are the foundation of science. Thus, science learning need to be trained through learning, especially in science learning.

Discussion with Teacher:

My teacher told me that In addition to inquiry, to train science learning, mind map-assisted learning needs to be developed. In science learning, the mind map has been widely recommended and used in various ways to help teachers and students develop organized knowledge bases on particular topics at the intermediate level. Mind maps can be integrated with other techniques that have the constructivist approach philosophy. This technique relies on images and the relationship with one another through the use of pictures, words, numbers, logic, and color to become a unique way. Mind map is a technique that stimulates the left brain and the right brain and makes visible the process of thinking, gives the big picture and details of something at the same time, makes it easy to manage and understand the information effectively and systematically, improves the ability to think creatively and innovatively, and improves retention.

Discussion with Friends:

One of my friend pointed about this sub theme that Male students had significantly higher science learning than female students. This difference is because men are more interested in science, engineering, and technology compared with women. Another opinion stated that men tended to show more dominance of the area of the brain associated with cognition of semantics and decision-making, while women showed more dominance in language processing and social perception. Furthermore, when they think diver gently, the area associated with declarative memory tends to actively work in men. It was also reported that there was no difference in concept understanding between men and women. The difference lies in the problem-solving ability. Males have a better problem-solving ability than females. Problem solving is closely related to science learning.

I concluded that Science learning is no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.

Q.3      What did you find about the problem in the existing literature (books / articles /websites)?

Science learning belong to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Paleness, and Williams (2020) state that Science learning belong to productive skills. She said that learning and Science concept, particularly, involve producing content rather than receiving it. The subjective aspects include things such as how the child is feeling about their life and how happy they are. The objective aspects include factors that affect the child’s feelings, for example, health, housing, poverty, social capital and education. Despite a fairly extensive literature, comparisons between countries and communities are difficult as ‘the field of social child indication is fragmented and lacking a unifying taxonomy’. Many different indicators have been identified. It means that Science learning will produce an output as an indicator that students have learned both those skills. It is clearly that the output of learning skill can be oral conversation or drama. Meanwhile, the output of learning skill can be written stories, letters, or other text types.Another linguist, Hyland (2019), explains that Science learning are a way to share personal meanings. The people construct their own views on topic.

Through being good role models for our children and developing positive thinking and behavior patterns in them we can help improve our science learning, as well as teach them lifelong skills to maintain this into their adult life. They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable.Brown (2019) illustrates that Science concept are like swimming. When people want to be able to swim, they must have like an instructor to show them basic ways or tricks to swim, although the instructor is only their parents or their friends (not professional Parents). After they get the basic ways to swim,they will develop based on their own style. The more chance they get to swim,the more perfect they will be.Science concept are the last output after students learn separate acts continuously.Wallace (2019) states that Science concept are the final product after students learnseveral stages of Science concept separately before. Those stages are note-taking,identifying a central idea, outlining, drafting, and editing. It means that Science concept are a complex skill. It covers many sub skills that have to be passed before producing a good piece of Science concept.

Science concept seem so complicated with its sub skills, but it is actually can be learn with fun. Wajnryb (2020) is credited with helping to develop a new way of Science learning known as doctorless. Dictogloss is a relatively recent procedure in content teaching. Those skill sare related to each other. In this case, I am going to focus on Virtual science lab. Science concept are a content skill that is very important. Science concept are among the most important skills that foreign content students need to develop. It is the last stage in science concept content after listening,learning, and listening. In other Science concept, I can say that Science concept are an indicator whether students have gained all skills before or have not. Before the students have to science concept, they should be able to listen, to speak, and to read.

Virtual science lab differs from other skills like learning and listening. Brown (2019) states that trends in teaching Science concept of ESL and other foreign content are integrated with teaching other skills, particularly listening and learning. Wajnryb recommends that learners should listen to the Science learning twice and that both readings should be, as far as possible, identical. The text is read at natural speed with short pauses between each sentence. Students are told not to science concept anything the first time, ‘but allow the Science concept to was hover them’ (2020). This is to allow students to get an overall feel for the passage. On the second listening students should take down notes. At this stage the teacher should suggest that learners focus on noticing and recording key content or information.

Science learning are an integrative strategy that was originally used for second content learners. The purpose of Science learning is to improve students’ knowledge of text structure and grammar & learning within an authentic context (Van Patten, Inclezan,Salazar, & Farley, 2020). As research indicates, effective Science concept instruction focuses on grammar & learning and text structure within context of use (Bromley, 2019).In this instructional strategy, students listen to a model of motivation structure and deconstruct it collaboratively before it is recreated. The collaborative nature of Science learning allows all learners, but especially second content learners and striving readers, to examine an exemplary narrative passage and discover how the author created it. When students are explicitly instructed in the study of genres and their textual differences, the quality of their Science concept improves (Calkins, 2019).

Q.4      What were the major variables / construct of your project? Give definitions /description from literature.

Science concept:

Scientific concepts can be described as systematic mental representations of the natural world, and they have a central place and role in science. In contrast, ambiguity is possible because of features that are inherent in the concepts themselves.

Virtual science lab:
The Virtual Science Lab (VSL) is a web-based system designed in Arabic to help students conduct laboratory experiments in a safe and interactive manner. The system also allows science teachers to set laboratory tests and evaluate their students’ performance.

Q.5      What did you want to achieve in this research project?

Objective / purpose of the study:

The purpose of this action research will be find the Effect of virtual science lab in developing different science concepts among students at secondary level  at Govt. Girls Community Model High School 95 / 6-R.

Objective of this research are:

1. To carry out the Effect of virtual science lab in developing different science concepts among students at secondary level.
2. To explore the use of Science concept on students.

Research Question:

This study aims to make an action plan for Effect of virtual science lab in developing different science concepts among students at secondary level in Govt. Girls Community Model High School 95 / 6-R, Sahiwal. Specifically it seeks to answer the following questions:

• How we  develop the ability for science concept techniques that effects on children’s learning to promote science learning?
• How virtual science lab use in developing different science concepts among students at secondary level?

Q.6 Who were the participants in your project?

The targeted population was students enrolled in 10th class of Govt. Girls Community Model High School 95 / 6-R, Sahiwal. However, in this structured interview, thirty-two (32)students, taking a related course, were selected in a Govt. Girls Community Model High School 95 / 6-R, Sahiwal as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 10th class. The Science learning were developed on the basis of a series of research regarding Science concept identification and improvement for 10th class students. This curriculum purported to enhance students’ Science concept and depositions through speculating about academic learning and life issue discussion.

Q.7      How did you try to solve the problem?

Method of the study:

The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was the effect of virtual science lab in developing different science concepts among students at secondary level.

Sampling:

The entire group from which a sample is chosen is known as the population and we choose the students of Govt. Girls Community Model High School 95 / 6-R, Sahiwal. It was quite convenient for me, being a resident of Govt. Girls Community Model High School 95 / 6-R, Sahiwal to accumulate quality data from chosen city and Area.Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population.The number of observation included in a sample is called size of sample. The students of Govt. Girls Community Model High School 95 / 6-R, Sahiwal andtheir Parents were selected for this class based action research.

Data Collection:

Structured interview was used to collect the data needed to provide the information insight necessary to answer the research questions. Moreover, it is snappiest, most affordable, private method for social affair data from respondents. The data was accumulated through efficient research gadget. So in such sort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Quantitative system was used to get creative and cautious information. Information was assembled through survey including simply close completed request in regard to investigate goals. The close by completed overview was made for data gathering.

Q.8      What kind of instrument was used to collect the data? How was the instrument developed?

Structured interview was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The structured interview was prepared to attain study objectives.A structured interview is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a structured interview consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Structured interview is:

Q.9      What were the findings and conclusion?

I used scale structured interviews to get teacher’s responses towards the use for the improvement of Science concept. The results are shown below (Table).Total teachers in this structured interview were 32.

Table: The Structured interview Results on the Implementation of Science learning

The first statement, “Science learning motivate them in science concept”. This statement was used to know whether the Science learning improved students’Science concept. There were 32 respondents who gave their opinion. It showed that 15.62% of the students were very motivated to science concept using Science learning. It showed that 68.75% of the students were motivated to science concept using Science learning. The second statement is “Virtual science lab helping them to science concept”. So, about 25 % of the students were really helped by the use of Science learning to help them in Science concept. It showed that 75 % of the students were helped by Science learning to solve problem in science concepts. The third statement shows that there were 21.88 % of the students who thought that they were able to science concept by using the Science learning.There were 71.88 % of the students could learning through motivation.The next statement concluded that 6.25 % of the students could clearly understand with the steps used in Science learning.So,78.12 % of the students agreed that the steps in Science learning were understandable for them.The next statement shows that more than 80 % of the students could get the Science concept from online lesson that would be used as the basic for them to develop and learning the lesson.The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that Science concept in Science concept were fun.

Discussion:

From the result above, it can be seen that more than 50 % of the students responded that Science learning motivated them in Science concept. The use of Science learning was effective to motivate the students, helping them to science concept lesson in science concepts. After learned using Science learning, more than 70 % of the students were able to science concept lesson in science concepts.It also shows that Science learning are understandable and fun for them.They could follow the steps in Science learning periods. More than 50 % of the students were able to get the key Science concept when they used Science learning.Then, they were able to develop the key Science concept into a lesson.Science learning also helped the students to understand the generic structure of texts. The result of this research revealed the improvements contributed by the implementation of the Science learning periods in the teaching and learning process of Science concept in grade ten of Govt. Girls Community Model High School 95 / 6-R, Sahiwal. First, Science learning could improve students’ Science concept. It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Science learning could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process.Science learning could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom Science concept. Third, since the students were motivated and the Science concept class ran well, the students’ Science concept were also improved.

Q.10    Summary of the Project.

This action research was conducted in Govt. Girls Community Model High School 95 / 6-R, Sahiwal. The participants of study were secondary (10th) grade children and their teachers who were enrolled in Govt. Girls Community Model High School 95 / 6-R, Sahiwal. I selected secondary (10th) grade children and their teachers which are considered in total 32 members.

Objective of this research are:

1. To carry out the Effect of virtual science lab in developing different science concepts among students at secondary level .
2. To explore the use of Science concept on students.

Structured interview was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The structured interview was prepared to attain study objectives.

The first statement, “Science learning motivate them in science concept”. This statement was used to know whether the Science learning improved students’Science concept to science concept. There were 32 respondents who gave their opinion. It showed that 15.62% of the students were very motivated to science concept using Science learning. It showed that 68.75% of the students were motivated to science concept using Science learning. The second statement is “Virtual science lab helping them to science concept”. So, about 25 % of the students were really helped by the use of Science learning to help them in Science concept. It showed that 75 % of the students were helped by Science learning to solve problem in science concepts. The third statements hows that there were 21.88 % of thestudents who thought that they were able to science concept by using the Science learning.There were 71.88 % of the students could learning through motivation.

It was able to engage the students’ attention and interests during the teaching and learning process of Science concept. Besides, Science learning could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process.Science learning could be combined with other media such as pictures or video that could create various fun learning Science concept so it decreased students’ boredom during their learning process in the classroom. The students became more confident to science concept and active in the classroom Science concept. Third, since the students were motivated and the Science concept class ran well, the students’ Science concept were also improved.

Q.11    How do you feel about this practice? What have you learnt?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks. im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

Q.12    What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of Science concept.

Professional Development:

In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Teamwork

Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

Q.13    List the works you cited in your project (follow the APA manual – 6th Edition).

1. Atwater, M. M., &Alick, B. (1990). Cognitive development and science concept of Afro-American students in chemistry. Journal of Research in Science Teaching, 27(2), 157-172.
2. Bédard, J., & Chi, M. T. H. (1992). Expertise. Current Directions in Psychological Science, 1(4), 135-139.
3. Bowman, C. R. (2012). Relationship Between Study Habits and Student Attitudes Towards Science and Technology. (Ph.D. Doctoral Dissertation), Drexel University. Retrieved from http://hdl.handle. net/1860/3836
4. Cavas, B. (2010). A Study on Pre-Service Science, Class and Mathematics Teachers’ Learning Styles in Turkey. Science Education International, 21(1), 47-61.
5. Kokkelenberg, E. C., & Sinha, E. (2010). Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Economics of Education Review, 29(6), 935-946.
6. Leonard, W. J., Gerace, W. J., &Dufresne, R. J. (1999). Concept-Based Science concept: Making Concepts the Language of Physics. Technical Report. http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED468197
7. Overton, T. L., & Potter, N. M. (2011). Investigating students’ success in solving and attitudes towards context-rich open-ended problems in chemistry. Chemistry Education Research and Practice, 12(3), 294-302
8. Taber, K. S. (2010). Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry. Science Education International, 21(1), 5-30.