A current challenge for science educators is the development of active and efficient learning environments that encourage not only reflective practice and intentional learning, but trigger scientific communication among learners and instructors. This interaction has been used as a way to support and consolidate the acquisition of true knowledge of scientific concepts in the classroom. In this work a qualitative evaluation of the pedagogical impact of the harmonic integration of virtual labs driven mini-research activities in the lecture with end of semester socially oriented collaborative research projects has been conducted. Two types of research project formats were investigated: literature survey analysis and laboratory based projects. Enhanced chemistry learning have been found in both cases and the results are discussed in line with the improvement found in most cases in the ability shown by the students when they were asked to provide scientific reasons for the interpretation of their findings.

Fostering students scientific inquiry abilities through the harmonic integration of 3D-virtual labs to the design and development of collaborative research projects

245th National Meeting (2013)

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