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ERIC Number: EJ1208863
Record Type: Journal
Publication Date: 2019-Mar
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format
Faulconer, Emily K.; Faulconer, Laura S.; Hanamean, James R.
Journal of College Science Teaching, v48 n4 p31-35 Mar 2019
At first glance, scientific laboratory experiences might appear to be challenging to move to the cloud. Skeptics may point to sensory feedback limitations and inequivalence of student outcomes. However, emerging data increasingly provide evidence that scientific laboratory courses are not only amenable to online learning, but also can deliver student outcomes at or above traditional in-person courses. In identifying a science lab format, each institution weighs factors like lab course goals, budget, program growth, access, and safety. This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a chemistry lab course. There is no right answer for a lab modality, but the decision matrix allows for selection of the best-fit modality based on institutional parameters.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A