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We designed and evaluated a student laboratory workshop on plant-based vaccines against the SARS-CoV-2 virus. The workshop focused on hands-on laboratory techniques, including DNA extraction from rice seeds, where the recombinant protein was produced, detection of the transgene, and basic concepts on how vaccines work in the human body to offer immunity against viral diseases. We developed a robust science activity to support scientific inquiry learning and to provide a more in-depth understanding of science topics. The 14-hour learning experience was a component of a large research and outreach programme, IlerCOVID Project. A total of 129 secondary school students (grades 11 and 12) from eight different secondary schools participated in the study. Data were collected through pre-post questionnaires on students' knowledge about genetic engineering, laboratory techniques and immunology. Based on data collected, results show that this approach enhanced substantially the students' knowledge on the topics covered in the workshop, although a control group would be necessary to confirm the effectiveness of the designed activity. We conclude that the students improved their knowledge of biology, allowing them to have more informed science-based views on the technology underpinning vaccines and their benefits. [ABSTRACT FROM AUTHOR]

The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students' knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed. [ABSTRACT FROM AUTHOR]

Abstract The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students’ knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed.

The ability to think creatively and critically is considered the main cognitive competency. This study aimed to measure the thinking ability of students (n = 33) who participated in a laboratory activity in analytical chemistry. Case study methods were used to collect qualitative data, which supports quantitative data. The student's creative and critical thinking abilities are measured by correlating the test result with their observations and responses. The results show that the student's creative and critical thinking abilities are qualified as sufficient. An average of 46.96% of the students could provide correct answers, with the highest percentage on mixture separation tasks (72.7%). The students also showed creative and critical thinking abilities in creating and defining the result after consideration, resolving problems, providing answers with sound reasoning, observing, creating combinations and objects, and detailed ideas regarding the task indicators. The students could also define terms, analyze questions, and adapt their approaches to resolve tasks. The abilities of some students to identify problems from several points of view are still considered low, and they need to be able to identify issues based on given pictures and assess topics from different perspectives. The laboratory activity should create more indicators to think critically and creatively about every aspect. [ABSTRACT FROM AUTHOR]

There are relatively few studies examining cooperative learning during laboratory activities in a science museum. This study aims to explore such activities to better understand the nature of cooperative learning, if any, in that setting. The participants in this study were 60 fourth-grade students who visited a science museum lab as part of a school field trip. The students, divided into 12 groups, were videotaped and audio-recorded during group work consisting of balancing a scale. Our inductive data analysis of the observations revealed that although each group's interactions were distinctive, common themes emerged. Moreover, even though the group work required cooperative learning, students did not engage in such. Students mostly instructed each other on how to operate the scale, with no scientific explanations. As the students did not know how to work together in order to solve the task, frustration abounded. This research adds to the body of knowledge about lab activities in science museum and offer practical implication to design more effective activities in these settings. Careful pedagogy and thoughtful facilitation can contribute to the students' learning outcomes; therefore, educators should consider the following: ensuring students have sufficient prior knowledge, having the museum educator play the role of a mediator, taking steps to reduce the level of student frustration, and planning additional activities that promote the learning outcomes of the activity. [ABSTRACT FROM AUTHOR]

The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum. [ABSTRACT FROM AUTHOR]

High-resolution mass spectrometry (HRMS) has become increasingly affordable and user-friendly. Its potential spans a wide range of applications and experiments including the measurement of accurate masses, supporting the elucidation of elemental compositions and the identification of unknown compounds. To illustrate the main features of mass spectrometry, and particularly, of HRMS, we have designed and implemented a 3-h laboratory experiment using direct infusion electrospray HRMS analysis of non-steroidal anti-inflammatory drugs (e.g., ibuprofen or naproxen) solutions, acquiring full-scan spectra in both positive and negative ionization modes. The experimental accurate mass measurements (m/z values) of selected characteristic fragment ions -so called twin ions, with common elemental composition in both ionization modes but with different charge, allow the indirect measurement of the mass of an electron with relative errors below 5% with respect to the accepted IUPAC value (0.00055 Da). The experiment demonstrates how powerful and useful HRMS can be for research challenges often encountered during undergraduate or graduate research projects as well as for addressing undergraduate level general chemistry problems that provide the opportunity to discuss aspects related to the Nature of Science in an analytical chemistry context (such as measurement precision and accuracy). [ABSTRACT FROM AUTHOR]