The Role of Information in Inquiry-Based Learning in a Remote Lab on Optical Spectrometry

Abstract

When expensive, complex, or challenging experimental set-ups are unavailable or impracticable, virtual and remote labs can serve as an alternative that promotes practical experimental skill development and discovery-based learning. Virtual and remote labs enable students to take responsibility for demonstration experiments in an active and yet harmless way. The analysis of spectra is fundamental to our modern understanding of wave optics and colour perception. For this reason, every student should have the opportunity to conduct their own optical emission experiments. Since spectrometers are expensive and accurate calibration is necessary to achieve high quality spectra of energy distribution, we developed a remotely controlled laboratory on optical spectrometry (http://myrcl.net links to multilingual version). Additionally, a virtual lab version is available for off-line use (http://virtualremotelab.net). With this tools, many different objectives can be realized by students. Banchi and Bell (2008) describe four levels of inquiry in activities with decreasing predefined structure: confirmation inquiry, structured inquiry, guided inquiry and open inquiry. Based on this classification, we developed different learning scenarios that allow students to introduce themselves to atomic physics, to compare and to rate customary light sources and finally to choose light sources for distinct lighting situations. Since these topics are new to the students, they need additional information (e.g., on the experimental set-up). This leads to the question of which domain specific knowledge should be offered to the students at what time? Moreover, how should the information be presented? Students clearly need additional information on the set-up of the proposed experiment and control. The literature review has suggested presenting the information during the learning phase. When this is not possible, the learners should be forced to read the additional information in advance. Perceived reading attentiveness differed for information types (structural-attributive, functional-cybernetic, pragmatic). Effects on performance and knowledge acquisition is subject to future studies.