Norayati Binti Masilin @ MorsilinO7B0628PS2402

VIRTUAL EXPERIMENTS IN PRIMARY SCHOOL SCIENCE

INTRODUCTION

Today, technology has influenced people lives in many aspects. Education is also not excluded

from being influenced by it. In fact, the education system in Brunei also emphasizes the use of

technology which is by integrating ICT in the syllabus which is known as SPN21 that will start in

2009.

SCIENCE AND TECHNOLOGY

As we know, Science subject is very vital and all the facts are tentative. There is no specification

method to teach Science to pupils. Teachers are encouraged to integrate technology in teaching

Science. Such integration is very useful as it can stimulate and enhance the pupils’ mind and

learning. In fact, Murphy as cited by Future Lab (2003) stated that ICT can support the

investigation as well as the concept in primary Science. Hence, Science now can be taught and

learnt in a more interesting manner by using ICT.

There are varieties of ways in which teachers can use and integrate ICT in the Science lesson.

Another way, teachers can use ICT in primary school Science through the Virtual medium.

Roschelle et al. (2000) said as cited by Research Center - Center for Implementing Technology in

Education : Multimedia Technologies,

“There are many choices when it comes to multimedia technology for science

instruction. It is important that teachers know how to evaluate technology and

determine what the best fit is for their students, their classroom, their curriculum, and

their teaching style”

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VIRTUAL EXPERIMENTS

Some Science facts need to be tested and demonstrated in order to understand it rather than

only learning the theories behind it. This can be done by experimenting. Experiment is one of

the typical techniques used to test something to find answer in science subject. In addition,

experiments are used to prove hypothesis as well as gaining hands-on experience. In addition,

through experiments pupils can learn actively and expose to the discovery learning which

further stimulate their mind and thinking.

Now a day with the invention of internet and computer, there is another type of experiments

which is widely used like mushroom after the rain which is called ‘Virtual Experiments’. Virtual

experiments are new and alternative way of doing experiments. It is like a simulation. It helps

teachers to demo or even allow their pupils to practice experiments using software that

specifically build to do the activity of experimenting topics concerned just by clicking few

buttons on the keyboard rather than handling any apparatus.

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BENEFITS OF USING VIRTUAL EXPERIMENTS

Teachers can use virtual experiments with the pupils due to the benefits they give. There are

several benefits of using them that teachers can take into account.

Teachers can save time as they need not to worry about the preparation of materials needed

for experiments. The preparation of materials used for experiments usually consumes time as

teachers need to locate and make certain that the numbers items are sufficient for every pupil

or at least enough to carry it out. Not only that, teachers also need to ensure that the materials

are also available and can be used for the experiments.

On the contrary, there is no need for teachers to bother all such tasks if using virtual

experiments. In fact, the result from using virtual experiments also can be obtained

immediately compared to some real life experiments which require some time to show the

results. Baker said as cited by Guardian.Co.Uk,

"If you want pupils to draw results, interpret what they've seen and draw conclusions,

virtual experiments are the best thing to use as they speed things up. You can repeat

tests and change variables, which you can't do in a normal class, to consolidate

learning."

Furthermore, the risk of dangerous impact also can be reduced or even prevented by using

virtual experiments as there is no apparatus, substances or materials being used except for the

hardware to handle the program. As we know, some children do not take some precautions

seriously and tend to fool around with the materials. All these are absent in the virtual

experiments. Hence, teachers no longer are anxious with pupils’ safety during the practical

activity and are able to concentrate on the lesson during experiment activity.

The use of virtual experiments also allows the teacher to teach science in a more interesting

manner as well as more effective. According to Bell (n.d.), instead of only to reduce the risk the

expense, danger and consuming time of real life experiments, virtual experiments also help the

students to learn better how science works.

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Moreover, virtual experiments allow teachers and pupils to carry out experiments which are

dangerous to be carried out in real life situation like handling poisonous substances or those

that are not easily accessible to do.

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LIMITATION OF USING VIRTUAL EXPERIMENTS

Although virtual experiments can be used by teachers as an alternative to the real life

experiments, there are some limitations that teachers need to take concern about.

The most obvious drawback of using virtual experiments is that it eliminates the traditional way

of doing experiments in school. Hence, virtual experiments discourage the pupils to obtain the

hands’ on experience which can promote discovery learning in children. Bell (n.d.) said,

“Many instructors are concerned about the use of computer-based simulations of

laboratories because, although they may retain the active learning component, the

actual hands-on experience is lost. Thus, the physical skills of manipulating laboratory

equipment, reagents, and material, along with the actual experience of setting up an

experiment and collecting data in real time, are all absent. Even for non–science major

students who don’t need the practical lab skills, the experience of being a scientist, even

for a little while, is considered very important.”

Although for virtual experiments there is no need for teachers to find materials for experiments

but still, teachers require the hardware like computer end even projector as well as interactive

white board if the experiment is to be carried out with the whole class. Worse, if teachers want

the pupils to do the practical individually, there must be enough units of working computers.

Then, teachers also cannot carry out the experiment if there is a blackout in the school as all

the equipments needed to carry out virtual experiments require electricity to run.

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EXAMPLE OF VIRTUAL EXPERIMENTS

There are many virtual experiments that teachers can use to teach primary science. The virtual

experiments can be attained from any computer shop via CD-ROM, or the easiest and mostly

used is via internet, either download it or do it online. One example of virtual experiments that

can be obtained from internet Coolins Freedom To Teach which available at this URL address,

http://www.collinseducation.com/Subjects/details.aspx?

group=4&subjectid=33&seriesid=151&itemid=1041

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Figure 1: Screenshot on Introduction to Collin Virtual Experiments Online Homepage 

Figure 3: Screenshot on Collin Demos Virtual Experiments

Actually, to obtain the virtual experiments via this website, teachers need to subscribe and pay

for it. There are many different types of virtual experiments available.

However, they also provide a complete demo which can also be used for teachers to do online

virtual experiments in class. They provide three demos of virtual experiments for every year or

appropriate level for upper primary science syllabus.

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Figure 2: Screenshot on Introduction to Collin Virtual Experiments 

Different types of online virtual experiments available that can be subscribed

Figure 4: Screenshot of Collin 3 Online Virtual Experiments Demos

In order to use the virtual experiments, teachers first need to get the software as well as the

hardware ready in order to carry out such experiments. However, teachers need to ensure that

the pupils already learn the basic theory before doing any experiments so that they can learn

more from it.

As mentioned earlier, there are three demos available for three levels which are Year 1 and 2,

Year 3 and 4 as well as Year 5 and 6 that teachers can use in the Virtual Experiments Online

Demo provided by Collin. In this context, Collin Demo Virtual Experiments Online Year 1 and 2

will be used as an example to explain how teachers can use virtual experiment in science

lesson.

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Year  1 and 2 Demo 

Year 3 and 4 Demo

Year 5 and 6 Demo

Figure 5: Screenshot of the homepage of Year 1 and 2 online virtual experiments 

This virtual experiment is the virtual practical activity on the topic of Force and Movement

which actually covers the Unit 7 Theme 2 in Primary 5 Science. Teachers can use this virtual

experiment if teachers want to make the lesson to be more interesting for the pupils. In

addition, teachers also can integrate ICT in the lesson which can stimulate the pupils’ mind.

If teachers wish to use such virtual experiments, teachers can carry the lesson as usual. After

the induction set or ‘The Hook’ session, teachers can tell the pupils that they are going to do

practical work or experiments on that topic. Like any other real life experiments activity,

teachers first need to remind the pupils the procedure as well as the instructions on how to

carry out the activity. It will be recommended for the teachers to do the demo first on how to

carry out the practical activity.

Teachers no need to worry to prepare the materials but teachers need computers as well as

other equipments like projector or interactive white board especially to do the demonstration

on how to handle the virtual experiments. Moreover, teachers are recommended to carry out

this kind of experiments in computer lab as teachers also need sufficient units of computer for

the pupils and internet connection for online virtual experiments.

First clicking on the demo button of Year 1 and 2 demos, it will display a loading image.

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Figure 6: Screenshot on Introduction of Forces and Movement

4 main icons

After the loading is done, teachers can choose what they want to do first. In the virtual

experiment below, there are four buttons on the right hand side that allow the users to choose

what activity to be done. If teachers click on ‘Introduction’, the program will explain in brief

about Force and Movements facts.

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It is also designed to be interactive as it allows the users to interact such as answering any

questions asked and response is immediately provided to any answers given. If the answer

given is correct it will tick the answers while for the wrong answer, it will ask the pupils to try

again. In addition, it also allows the pupils to listen to the audio or turn the audio off by clicking

the ‘ON and OFF’ with speaker icon on the left hand side. The audio both explains in brief some

facts or contents of the topic and pose few questions concerning it.

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Green tick for correct response

ON and OFF Audio Icon

 Figure 7: Screenshot on Introduction of Forces and Movement-Brief explanations on the contents of the topic and questions asked concern with the action shown. 

Introduction icon

Keywords

There are also keywords provided if the users click on the Keywords icon. The keywords for that

topic will immediately appear if the icon is clicked. If the Keywords icon is clicked again, the

keywords will be closed.

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Figure 8: Screenshot showing keywords appear if the Keywords icon is clicked

Keywords icon

Correct answer

Then there is also an activity in which the pupils are required to answer few questions after the

video is played. Pupils first need to click the play icon to see the video that displays the action.

Pupils can repeat the video if they wish to. Then pupils can answer the following questions by

clicking the right answer under ‘Action’.

Just like in the Introduction part, if pupils get the right answer, they will be given a green tick. If

not, they will be asked to try again. There is also an extra activity if pupils click the ‘?’ icon.

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Activity icon

Figure 9: Screenshot on one of situations of the activity

Play icon to see the action

Figure 10: Screenshot on showing the response of one of activity 

Such extra questions will make it easy for teachers as there is no need for them to set up

questions as there are already assessment questions available in the virtual experiment.

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Figure 11: Screenshot on the extra question available in the activity session

Picture of children icon

Figure 12: Screenshot on the introduction in the Extension session 

Figure 13: Screenshot on the question asking for the users to make prediction 

Bar Graph icon

The pupils can click on the Extension icon to do more virtual experiments. At first it will give

demonstration and explain in brief about the concept related to the virtual experiments of that

topic. Then, the pupils will do the experiments according to the instruction given. Before

dragging the materials into the Prediction space, pupils will be told to click on the Picture of

three children icon to fill in their prediction of the experiments.

After clicking the icon, a page which requires the pupils to give their prediction will pop out.

After filling in their prediction click the bar graph icon to see the graph of their prediction.

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Figure 15: Extension: Screenshot on the Extension activity

Figure 14: Screenshot on bar graph of the pupils’ prediction

The graph of pupils’ prediction will be shown automatically after clicking the Bar Graph icon.

After that, pupils can click to back button to Extension page to carry out the activity of dragging

the materials in the prediction space.

Pupils can drag and put the materials in the prediction space to synchronize to what they have

predicted previously.

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Drag the materials into the correct spaces

Back button to return to the Extension page to carry out experiment

Figure 16: Screenshot on further Extension activity

Figure 17: Screenshot on the result of the experiment

After completing it, pupils can click the ‘Check’ icon to see the results of their experiment.

The result will be displayed one by one and if the answer is correct, a green tick will be given.

On the contrary, if the answer is wrong, correction will be given and will be put in the correct

spaces. With this virtual experiment, pupils can obtain their results immediately.

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Check icon

The results are display immediately

Graph of the results of the experiment

Figure 18: Screenshot on the results of bar graph after the experiments is done

Figure 19: Screenshot on the result of Extension activity

After that, pupils can click again the Picture of children icon as well as the graph icon to see the

new graph showing the result for that experiment when it is done.

If the pupils are done with the experiments, teachers can give a more challenging task by asking

the pupils to answer the questions if they click the ‘?’ icon.

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? icon for further exercises (questions) related to the previous experiment.

Figure 20: Screenshot on questions on the experiments

Figure 21: Screenshot on the acknowledgement of the product

Questions related to the previous experiments are available immediately if ‘?’ icon is clicked.

Hence, there is no need for teachers to prepare the questions on the experiments done for

remedial intention.

If teachers and pupils are done with the experiments, they can click on the Quit icon and it will

immediately close the virtual experiments and display the acknowledgement on the products.

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CONCLUSION

Teachers can use any medium in their teaching to facilitate the pupils’ learning. In the

technology era, teachers are also encouraged to use ICT in their lesson. In fact, there are many

ways in which teachers can manipulate technology and ICT in their teaching and this includes

the use of Virtual Experiment. Virtual experiments are like simulations and serve as alternatives

to the real life experiments. It can be used to add more to the teachers’ variety of teaching

methods. Furthermore, teachers also can use virtual experiments to expose the pupils to ICT.

There are varieties of virtual experiments that are available either from the internet or shop.

One example given in this text is one simple online virtual experiments demo that also can be

used in science class.

However, teachers should not be too dependent on the virtual experiments as it can prevent

the pupils from experiencing the real situation. In fact, teachers can use both types of

experiments according to their own needs. If the experiment is not too harmful and is easy to

set up using the real life experiments, teachers should give opportunity for the pupils to do it.

Then teachers can use virtual experiments if the activity is harmful and is difficult to set up

using real life experiments. Hence, teachers should use both experiments to help stimulate

their pupils mind and to achieve effective teaching as well as learning. Bell (n.d.) said, 

“Probably the ideal educational method would be to use a mixture or real experiments

with simulations, so that the benefits of both approaches could be realized.”

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REFERENCES

Bell, J (n.d.) Web-Enabled Learning Environments 173. Virtual Laboratories as a Tool for Teaching the Scientific Method. Retrieved April 11 2008 from http://www.aaas.org/publications/books_reports/CCLI/PDFs/06_WLE_Bell.pdf

Collins Freedom To Teach (n.d.) Retrieved April 11 2008 from http://www.collinseducation.com/Subjects/details.aspx?group=4&subjectid=33&seriesid=151&itemid=1041

Collins (n.d.) Virtual Experiment Online, Year 1 and 2 Demo. Retrieved April 11 2008 from http://www.virtualexperiments.collinseducation.com/VE1_2_Demo/VE12_fs.htm

GUARDIAN.Co.Uk (2006) In real life, science doesn't work as well. Retrieved April 11 2008 from http://education.guardian.co.uk/evaluate/story/0,,1724919,00.html

Murphy, C (2003) Report 5. Literature Review in Primary Science and ICT. Retrieved April 11 2008 from http://www.futurelab.org.uk/resources/documents/lit_reviews/Primary_Science_Review.pdf

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