Combining Virtual and Hands-on Lab Work in a Blended Learning Approach on Molecular Biology Methods and Lab Safety for Lower Secondary Education Students
I tiakina i:
| I whakaputaina i: | Education Sciences vol. 15, no. 2 (2025), p. 123 |
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| Kaituhi matua: | |
| Ētahi atu kaituhi: | , |
| I whakaputaina: |
MDPI AG
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| Whakarāpopotonga: | Molecular biology is becoming increasingly important in everyday life. Virtual and authentic hands-on out-of-school labs have proven effective in teaching it, especially for high-achieving older learners. We developed a blended learning approach integrating the advantages of both methods for lower secondary education students. In a quasi-experimental-control group study we accessed its impact on declarative knowledge in laboratory safety and molecular biology methods, along with perceived authenticity, in comparison to teaching through a virtual desktop simulation, a hands-on wet lab, or regular teaching with a worksheet. N = 229 students took part in the pre–post-follow-up data collection. The results showed a significant difference in laboratory safety knowledge between the blended learning and the other intervention groups. The wet lab group differed significantly in molecular biology knowledge and perceived authenticity from the other intervention groups. Learning success was positively correlated with the authenticity in the overall sample. The blended learning group’s reduced authenticity may contribute to lower learning success in molecular biology. |
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| ISSN: | 2227-7102 2076-3344 |
| DOI: | 10.3390/educsci15020123 |
| Puna: | Education Database |