Improving higher-order learning and critical thinking skills using virtual and simulated science laboratory experiments

Abstract

Laboratory experiences are a vital component within science education. This paper is a report on the findings of a study conducted on undergraduate level laboratory science courses. A causal-comparative quantitative study was conducted with 150 learners enrolled at a 2-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional experiments. Comparisons were made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or nontreatment.