Paper Info
Title
Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry
Abstract
Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as `learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of `Salts and Acids'.
Year
DOI
Venue
2009
10.1007/978-3-642-05036-7_34
IVIC
Keywords
Field
DocType
virtual lab,teaching material,contextual learning,constructivist-contextual development life cycle,mathematics content,special reference,extensive development,virtual visualisation laboratory,development life cycle,mathematics concept,new learning,available teaching model,personalised learning process,virtual learning,life cycle,mathematics education,instructional design
Constructivism (philosophy of education),Virtual learning environment,Virtual Laboratory,Visualization,Contextual learning,Computer science,Emerging technologies,Software development process,Multimedia,Instructional design
Conference
Volume
ISSN
Citations 
5857
0302-9743
6
PageRank 
References 
Authors
0.52
2
6
Name
Order
Citations
PageRank
Halimah Badioze Zaman123435.01
Norashiken Bakar260.52
Azlina Ahmad32610.42
Riza Sulaiman4108.66
Haslina Arshad5165.74
Nor Faezah Mohd. Yatim660.52