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Traditional teaching does not often allow very active involvement of pupils in class. In chemistry and natural sciences in general experimental and laboratory work is one of the most effective methods for acquiring knowledge. Experimental work can also be exercised using virtual world. Virtual laboratory offers some important advantages. Understanding chemistry involves the ability of cognitive comprehension on three levels: the macroscopic level, the symbolic level and the level of particles where the virtual laboratory can be an effective tool. On this basis a didactic experiment was performed in order to verify the effectiveness of virtual laboratory from pupils\u27 knowledge point of view. The experiment involved seventh grade pupils (N = 38). Furthermore, we tried to answer the question whether the learning results of pupils, according to the experimental design of classes using a virtual laboratory, are better than results gained through teaching classical science classes without visualization tools. The research of the didactic experiment carried out on a relatively small, pilot sample of pupils has shown that acquiring knowledge is more effective when using the virtual laboratory instead of classical teaching (in the case when classical approach does not include visualization elements crucial for learning and understanding chemistry).Tradicionalni pouk pogosto ne omogoča aktivnejše vloge učenca pri pouku. V kemiji in naravoslovnih vedah nasploh je eks­perimentalno in laboratorijsko delo eno izmed najučinkovitejših metod za pridobivanje znanja. Eksperimentalno delo lahko izvajamo tudi v virtualnem svetu. Virtualni laboratorij prinaša nekatere pomembne prednosti. Razumevanje kemije vključuje sposobnost razmišljanja na treh nivojih: makroskopskem nivoju, simbolnem nivoju in nivoju delcev, kjer kot učinkovito orodje lahko uporabimo virtualni laboratorij. Na tej osnovi smo izvedli didaktični eksperiment, da bi preverili učinkovitost uporabe virtualnega laboratorija, in sicer z vidika znanja učencev. V eksperiment so bili vključeni učenci 7. razreda (N = 38). Ob tem smo si zastavili vprašanje, ali so učni rezultati učencev po eksperimentalni zasnovi pouka z virtualnim laboratorijem boljši kot pouk naravoslovja brez vizualizacijskih elementov. Rezultati didaktičnega eksperimenta so pokazali, da je z vidika osvajanja znanja uporaba virtualnega laboratorija učinkovitejša kot pouk, kjer niso vključeni vizualizacijski elementi, ki so ključni pri učenju in razumevanju kemije

organizacija

Virtual Laboratory in Chemistry - Experimental Study of Understanding, Reproduction and Application of Acquired Knowledge of Subject's Chemical Content