Constructivist Learning Environment During Virtual and Real Laboratory Activities

Ari Widodo, Resik Ajeng Maria, Any Fitriani

Abstract


Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.


Keywords


constructivist learning environment; real laboratory; virtual laboratory

Full Text:

PDF

References


Abrahams, I., & Millar, R. (2008). Does practical work really work? A study on the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969.

Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. (2000). Constructivist learning environment in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22(1), 37-55.

Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environment Research, 18(1), 47-67.

Anagun, S. S., & Anilan, H. (2013). Development and validation of a modified Turkish version of the Teacher Constructivist Learning Environment Survey (TCLES). Learning Environment Research, 16(2), 169-182.

Donnelly, D., OReilly, J., & McGarr, O. (2013). Enhancing the student experiment experience: Visible scientific inquiry through virtual chemistry laboratory. Research in Science Education, 43(4), 1571-1592.

Ebrahimi, N. A. (2015). Validation and application of the Constructivist Learning Environment Survey in English language teacher education classrooms in Iran. Learning Environment Research, 18(1), 69-93.

Ferreira, S., & Morais, A. M. (2014). Conceptual demand of practical work in science curricula: A methodological approach. Research in Science Education, 44(1), 53-80.

Fitriana, A. (2010). Pengaruh E-book Bermultimedia terhadap Penguasaan Konsep dan Lingkungan Pembelajaran Siswa SMP pada Subkonsep Ciri-Ciri Makhluk Hidup. Universitas Pendidikan Indonesia, Bandung.

Flowers, L. O. (2011). Investigating the effectiveness of virtual laboratories in undergraduate biology course. The Journal of Human Resource and Adult Learning, 7(2), 110-116.

Fraser, B. J., & Lee, S. S. U. (2009). Science laboratory classroom environment in Korea high school. Learning Environment Research, 12(1), 67-84.

Harlen, W. (1999). Effective Teaching of Science: A Review of Research. Edinburgh: The Scottish Council for Research in Education.

Hasanah, U., Suwarsi, E. R., & Sumadi. (2014). Pemanfaatan pupuk daun, air kelapa dan bubur pisang sebagai komponen media pertumbuhan plantlet anggrek Dendrobium kelemense. Biosaintifka, 6(2), 161-168.

Hofstein, S., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the twenty first century. Science Education, 88(1), 28-54.

Kementerian Pendidikan dan Kebudayaan. (2014). Konstruktivisme dalam Kurikulum 2013. In: http://www.kemdikbud.go.id/main/blog/2014/03/konstruktivisme-dalam-kurikulum-2013-2311-2311-2311.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomer 65 tahun 2013 tentang Standar Proses. Jakarta.

Kistinah, I., & Lestari, E. S. (2009). Biologi 3: makhluk Hidup dan Lingkungannya untuk SMA/MA. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

Kwan, Y. W., & Wong, A. F. L. (2014). The constructivist classroom learning environment and its associations with the critical thinking ability of secondary school students in liberal studies. Learning Environment Research, 17(2), 191-207.

Luckay, M. B., & Laugksch, R. C. (2015). The development and validation of an instrument to monitor the implementation of social constructivist learning environments in grade 9 science classrooms in South Africa. Research in Science Education, 45(1), 1-22.

Nurbaety, A. (2010). Pengaruh Buku Elektronik Interaktif terhadap Penguasaan Konsep dan Lingkungan Pembelajaran Siswa SMA pada Subkonsep Sistem Indera. Universitas Pendidikan Indonesia, Bandung.

Nurchayati, Y., Santosa, Nugroho, L. H., & Indrianto, A. (2016). Growth pattern and copper accumulation in callus of Datura metel. Biosaintifika, 8(2), 135-140.

Olympiou, G., & Zacharia, Z. C. (2011). Blending physical and virtual manipulatives: An effort to improve students conceptual understanding through science laboratory experimentation. Science Education, 96(1), 21-47.

Ozkal, K., Tekkaya, C., & Cakiroglu, J. (2009). Investigating 8th grade students perceptions of constructivist science learning environment. Education and Science, 34(153), 38-46.

Partin, M. l., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environment Research, 15(1), 103-123.

Reece, J. B., Urry, L. A., Cain, M. L., wasserman, S. A., Monorsky, P. V., & Jackson, R. B. (2011). Campbell Biology (9th ed.). San Fransisco: Pearson.

Scheckler, R. K. (2003). Virtual labs: A substitute for traditional labs? International Journal of Developmental Biology, 47(2/3), 231-236.

Subardi, Nuryani, & Pramono, S. (2008). Biologi 3: Untuk kelas XII SMA dan MA. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

Taghavi, S. E., & Colen, C. (2009). Computer simulation laboratory instruction vs. traditional laboratory instruction in digital electronics. Journal of Information Technology Impact, 9(1), 25-33.

Taylor, P. C., & Fraser, B. J. (1991). CLES: An Instrument for Assessing Constructivist Learning Environment. In. Perth: Science and Mathematics Education Center, Curtin University of Technology.

Taylor, P. C., Fraser, B. J., & Fisher, D. (1997). Monitoring constructivist learning environment. International Journal of Educational Research, 27(4), 293-302.

Thair, M., & Teagust, D. F. (1977). A review of teacher development reforms in Indonesian secondary science: The effectiveness of practical work in biology. Research in Science Education, 27(4), 581-597.

Thao-Do, T. P., Bcy-Ly, D. T., & Yuenyong, C. (2016). Lerning environment in Vietnamese physics teacher education programme through the lens of constructivism: A case study of a state university in Mekong Delta Region Vietnam. International Journal of Science and Mathematics Education, 14(Suplemen 1), 55-79.

Toplis, R. (2012). Students view about secondary science lessons: The roles of practical work. Research in Science Education, 42(3), 531-549.

Widodo, A., Nugraha, I., Trisnawati, R., Nurbaety, H., & Biana, B. (2010). The use of interactive e-book to promote constructivist learning environment in biology lessons. Paper presented at the The fourth International Seminar on Science Education, Bandung.

Widodo, A., & Ramdhaningsih, V. (2006). Analisis kegiatan praktikum biologi dengan menggunakan video. Metalogika, 9(2), 146-158.

Yenita, Mugisukwati, & Zulirfan. (2013). Hambatan pelaksanaan praktikum IPA Fisika yang dihadapi guru SMP Negeri di Kota Pekanbaru. Jurnal Pendidikan, 3(01).

Yulianti, F. (2006). Iklim Lingkungan Pembelajaran Biologi di SMP X Berdasarkan Prinsip Konstruktivisme. Universitas Pendidikan Indonesia, Bandung.

Zeidan, A. (2015). Constructivist learning environment among Palestinian science students. International Journal of Science and Mathematics Education, 13(5), 947-964.




DOI: https://doi.org/10.15294/biosaintifika.v9i1.7959

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.