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The physical setup of the simplified remote laboratory studying the effect of different pH of solutions on the growth of seedlings.
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During the COVID-19 pandemic, online teaching and learning has become the new normal for almost every school around the world. However, for secondary science education that relies heavily on hands-on experimentations, such an online strategy excluding experiments may not be a perfect remedy. To incorporate science experiments for scientific inquiry...
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... during the livestreaming [8]. For preparation, teachers could simply register a free YouTube account for livestreaming, and only basic IT skills are required for conducting YouTube livestreaming. In fact, students could also simply access the live experimentation through YouTube website or YouTube mobile apps by using computers or mobile devices. Fig. 2 shows a physical setup of a simplified remote laboratory, using Arduino dataloggers and sensors [9][23], to study the effect of different pH of solutions on the growth of seedlings. Fig. 3 shows a screenshot of the YouTube livestreaming during the experiments. ...
Citations
... Favale, et al (2020) shows where E-Learning is one of the solutions in overcoming distance learning policies during the Covid-19 pandemic. Research conducted by Lee & Yeung (2021) explains that using Google Drive To make it easier for students to collect, analyze, and manipulate real time data loggers in freeware cloud storage Google Drive used in remote experiments. Google Drive is a free file storage and synchronization service which can support students to store experiment data, such as log files in cloud servers google. ...
... Keys of supported sensors: 1 = Temp & humidity) 2 = Air pressure, altitude and temp 3 = Light intensity 4 = IR flame level 5 = Gas level 6 = Compass direction and magnetic field 7 = IR object surface temp 8 = pH sensor 9 = inclination angles of the logger (static) or 3D acceleration (moving) 0 = Sound level D1= Turbidity D2= PM 2.5 sensor D3= CO2 concentration# D4= O2 concentration # D5= UV intensity D6= DS Thermometers# D7= Ultrasonic motion# D9= Current# D0= Voltage# #Sensor not shown In this study, the modified flipped classroom (MFC) is similar with the traditional flipped classroom (TFC) that consists of pre-class video-watching and follow-up exercises, as well as in-class mini-lecture and other higher-order learning activities such as collaborative problem-solving and scientific inquiries, etc. Moreover, the MFC also arranged extra scientific investigations using the simplified remote laboratory in an online fashion [19]. In this MFC, students needed to set their goals for the scientific investigations at the very beginning, in which they could choose which factors, such as temperature, light intensity, or gas content in a jar during the growth of seedlings and make reasonable prediction through the learning management system (LMS). ...
Flipped classroom approach, which reallocates the teaching of content knowledge into online video-lectures and thus creates more class time for student-centered learning activities, has been widely adopted in different educational disciplines with multiple proclaimed benefits since the last decade. However, the impacts of flipped classroom in secondary science education are yet contradictable with no specific strategy to meet the needs of science education. Therefore, this research employs a mixed-methods and quasi-experimental design to investigate the effectiveness of a modified flipped classroom that integrated with a technology-enhanced strategy using low-cost dataloggers to improve students' self-regulated learning (SRL) abilities and learning performance in a secondary school in Hong Kong. In this study, an experimental group of two modified flipped classrooms (MFC) (n = 63) and a control group of two traditional flipped classrooms (TFC) (n = 61) were employed among four Grade 8 science classes for seven months between 2018 and 2019. In addition, data from a historical control group of two non-flipped traditional classrooms (TC) (n = 63) from the previous academic year was also collected. Quantitative data of students' self-regulated learning abilities were measured using the Online Self-Regulated Learning Questionnaire (OSLQ) while students' learning performance was assessed using a self-developed performance test. Students (n = 16) were also selected purposefully for sequential semi-structured interviews for triangulating the quantitative findings. The results from ANOVAs and pairwise comparisons indicated that the MFC approach was more effective to improve students' average SRL ability, and the abilities of goal setting and time management when comparing with the TC approach. The results also showed that the MFC approach was also more effective to improve students' average SRL ability and the ability of goal setting when comparing with the TFC approach. Furthermore, the results revealed that the students in the TFC approach cannot significantly outperform the students in the TC in terms of their average SRL ability as well as all the subscales, suggesting that the benefits of real-time livestreaming and data-collecting features of the remote laboratory using the low-cost dataloggers in the MFC approach was vital in students' self-regulated learning. Lastly, the results suggested that both flipped approaches were effective to enhance students' learning performance when comparing with the TC approach. Educational implications and recommendations for future research using the MFC approach were also discussed as the closing remarks in this study.
