108 The European Commission's support for the productionof this publicationdoes not constitute an endorsement of the contents, which reflect the views onlyof the authors, and the Commissioncannotbe held responsible for anyusewhich may bemade of the information containedtherein. Project Number: 2020-1-RO01-KA226-HE-095434 10. Evaluation (results) of its effectiveness (if applicable) Through virtual labs and web-based simulations, emphasis is given on integrating inquiry-based learning into the science curricula. Students benefit from the hands-on experience. A variety of case studies can be found here. 11. Overview of the lessons learned which are relevant to the project Based on findings from multiple studies conducted, it is evident that: ● students benefit from designing and interpreting their experiments (Desharnais & Limson, 2007) ● students develop their scientific thinking and critical skills through engaging and open-ended learning and assessment activities (Bell, 1999) ● virtual labs promote active learning and can replace/improve the typical, physical, labs (Rivera, 2014) 12. Web link https://virtuallabs.merlot.org/ 13. References/ online sources Bell, J. (1999). The Biology Labs On-Line Project: Producing Educational Simulations That Promote Active Learning. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 1(2). Available at: http://imej.wfu.edu/articles/1999/2/01/index.asp Desharnais, R. A. & Limson, M. (2007). Designing and implementing virtual courseware to promote inquiry-based learning. MERLOT Journal of Online Learning and Teaching, 3(1). Available at: https://jolt.merlot.org/vol3no1/desharnais.htm Rivera, C. (2014). For some students, virtual labs replace hands-on science experiments. Available at: https://www.latimes.com/local/education/la-me-college-labs20141115-story.html 14. Additional notes N/A
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