• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.957-969
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• 2002

Theoretical benefits and research findings on the use of Microcomputer-based Laboratory (MBL) are considered for using MBL in a way that will be of benefit to students and teachers, and discussed as a whole for further synthesis, including the formulation of a research agenda for future consensus-based action. Based on the findings obtained from a comprehensive review of the literature, using a systematic approach, the uses of MBL were compared and contrasted for advancing understanding of the teaching and learning processes in science and mathematics. A number of benefits were proposed by MBL developers but not investigated by educational researchers. A few research studies considered the following practical aspects raised by classroom science teachers: technical problems of MBL equipment; inaccuracy or incompleteness of presentation; efficient ways for handling class time with MBL instruction; and development of MBL curriculum materials for their own instruction. This lack of research related to the use of MBL in science classrooms resulted in educational research that was neither respected nor utilized by science teachers. Setting a research agenda based on the theoretical benefits and research findings is necessary for the effective use of MBL in science classrooms can help to maximize the prospects for successful school improvement projects while minimizing the innovation-related frustrations of individuals.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.375-385
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• 2003

In an effort to provide information about the effect of Microcomputer-Based Laboratory (MBL) use in science teaching and learning on student achievement and attitudes, a review of research analyzed studies was done between 1981 and 2001, using a meta-analysis procedure. Thirty-seven published and unpublished studies were reviewed. Use of MBL was shown to be potentially effective in the following condition of class; two students, physics teaching, more than one topic, or at the college level. Appropriate research design strategies, financial support (including hardware and software), and the use of more than one instrument for assessing the effect of the MBL instruction are crucial factors for more informative research studies. While helpful in many respects, the prior research revealed a number of problems related to the use of MBL in school science teaching and learning. The prior research does not support the desired intention described in the theory-based outcomes and reveals so little about how teachers and students use MBL, how it influences their teaching and learning, and how effectively it fits into the existing science curriculum. In order to know if the integration of MBL in the existing school science is worth it or not, more careful research design and comprehensive research should be done.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.59-69
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• 2007

The aim of this study was to investigate teachers' perceptions on MBL (microcomputer-based laboratory) experiment training program for teachers, the expecting effects of MBL experiment and application of MBL experiment after conducting MBL experiment training for science classes in schools. This study showed that most of the teachers who participated in the training program thought that the MBL experiment training program was very useful and instructive. Many teachers considered that MBL experiments using a computer could decrease time spent in the experiment by accurate and fast data collection and analysis. They also thought that the reduced time could be used more effectively in the analysis of experimental data and discussion activities leading to correct concept formation as well as in the development of graphical analysis and science process skills. However, they thought that MBL experiments were ineffective in learning how to operate experiment apparatus. This study also revealed that most teachers intended to apply MBL experiments in real classrooms context right after the training course and they pointed out many obstacles in introducing MBL experiments into their classrooms such as a budget to purchase equipment, poor laboratory conditions, and few MBL experiment training opportunities. In order to apply MBL experiment into the real classrooms, further changes were suggested as follows; development of technologies to reduce unit cost of equipment for MBL experiments, production and supply of many kinds of sensors, development of MBL experiment materials, and expansion of the training program for teachers.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.637-646
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• 2010

The purpose of this study was to investigate the effects of Microcomputer Based Laboratory (MBL) on the middle school students' graphing skill and science process skill in Earth Science classes. MBL teaching materials for inquiry-based instructions were developed to teach five experimental topics related to the middle school 'Earth Science.' Thirty three middles school students participated in this study, and the pre- and post-tests were conducted. Results indicated as follow: First, MBL classes were effective in developing the graphing skill of middle school students. They were efficient both in graph construction and graph interpretation, especially in data transformation. Second, MBL classes were effective in helping participants to use science process skills, especially, in the subordinate areas including formulating hypotheses, making operational definition, graphing, and interpreting data.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.454-464
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• 2006

The purpose of this study was to develop MBL(Microcomputer Based Laboratory) programs for sixth-grade elementary students in science laboratory instructions and to ascertain the effects of this program on academic achievement and science-related affective characteristics. In laboratory instructions, using the MBL was found to be effective in improving academic achievement for elementary students, especially in the domain of knowledge. In addition, it helped students to improve science-related affective characteristics. The experimental group showed higher levels, especially in the domains of cognition and interest. When our findings were analyzed in detail, the sub-domains that showed positive effects included 'cognition of science' in the domain of cognition, and interest toward science', 'interest toward science learning', 'interest toward science related activities', and 'anxiety for science' in the domain of interest. Male students exhibited improvement in the domain of cognition while female students showed improvement in the domain of interest. In conclusion, utilizing MBL programs as an experimental measurement in the real field of elementary science education can be said to be both positive and desirable.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.1-7
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• 2006

The purpose of this study is to verify the effect of microcomputer-based laboratory (MBL) teaching on 6th graders in Korean elementary schools. Three classes from elementary school were respectively assigned to an experimental group consisting of one class (38 students) and a control group of two classes (78 students). For the experimental group, science instruction employed MBL. For the control group, traditional instruction was used. The results of this study are as follows: Firstly, the MBL was effective in the improvement of scientific inquiry skills. Secondly, there was no significant difference in respect to the results from the achievement test between the experimental group and the control group.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.331-339
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• 2008

The aim of this study was to compare the effectiveness of microcomputer-based laboratory (MBL) with the traditional laboratory experiment on science classes in middle school. MBL tools were developed and applied for five experiment subjects chosen from middle school science textbook for MBL experiment classes, while usual experiment methods suggested in the textbook were used in traditional experiment classes. In order to evaluate the effects of MBL experiment class, achievement, graphic ability, science process skills, affective aspect related to science were tested before and after applying the MBL experiment. The result revealed that MBL experiment class was more effective than traditional experiment class in improving student's science achievement, science process skills, and graphic ability. The result also indicated that there was a significant difference between experiment and control group with regards to the effect on affective aspect related to science. From the above result, we can find the positive implication of applicability of MBL experiment as a new experiment tool at the early stage of introduction in a real context.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.169-174
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• 2006

현대 교육은 단순한 암기 위주가 아닌 첨단 컴퓨터를 이용한 실험 실습 위주의 직접 보고 듣고 느끼는 방향으로 진보하고 있다. 실험 실습에 의한 과학교육은 사용자의 탐구능력 향상과 과학적 태도 향상에 중요한 역할을 하게 될 것이며 기존의 암기위주나 단순한 수치에 의한 개념 학습을 탈피하여 Data collection 기술과 분석의 활용을 통해 사용자가 과학을 좀 더 이해하고 사용할 수 있도록 하는 능력을 증진하게 한다. 이를 위한 과학교육의 한 방법으로 MBL(Microcomputer Based Laboratory)은 실험자가 실험실이나 야외에서 각종 기구를 사용해 데이터를 습득할 수 있도록 도와주는 컴퓨터 기반 과학 실험 시스템으로서 미국, 영국 등 과학 교육 분야에서 추구하고 있는 세계적인 추세라고 할 수 있다. 이러한 MBL 시스템의 구성은 센서를 통해 얻어지는 자료를 컴퓨터에 전달하는 매개체인 인터페이스, 과학 실험에서 발생하는 데이터를 직접 전기적 신호로 변환하여 인터페이스에 전달하는 센서, 인터페이스에서 전달되는 전기적 신호를 컴퓨터 화면에 나타내어 주는 컴퓨터용 전용 프로그램으로 구성된다. 이러한 MBL을 과학교육에 활용한다면 학생들이 스스로 과학적으로 탐구하고 문제를 해결할 수 있는 능력을 배양하는 데 많은 도움이 될 것이다.

• Journal of Science Education
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• v.36 no.2
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• pp.313-328
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• 2012

This study was conducted for the purpose of making the better utilization of MBL in class, based on 2009 curriculum which emphasizes research activities and recommends the direct use of the MBL. We investigated primary, secondary and pre-service teachers' satisfaction and perception level after conducting training about making good use of MBL. The satisfaction level of the training turned out to be high, level of applicability of MBL, expected improvement in learning skills of students and the will to apply it in class was high. The answer that they expect MBL to increase students' curiosity and interest in science was the highest among the survey results, which means that MBL could be used as a solution to lack of students' interest in science. Besides, primary teachers than secondary and pre-teachers, long careered teachers than short careered teachers and MBL-experienced teachers than inexperienced teachers showed more satisfaction and the will to adapt MBL overall. Primary and pre-teachers hoped MBL training to be more related to STEAM education, whereas secondary teachers wanted the training to have more to do with increasing creativity If advanced MBL training program is opened. The price was chosen as the best obstacle to MBL class' application, and the lack of manual for experiment and education to teacher was also pointed out secondly. In conclusion, if MBL is fully equipped in school and training on how to take advantage of it is provided continually, It is expected that MBL could increase the utilization in the field of science education. The results of this paper can be used when you configure the MBL utilization training program.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.