Field Data

Description

The collected data were intended to respond to the research objective aim to gather teachers' views related to incorporating interactive computer-based laboratory simulations (ICBLS) into chemistry instruction. It explores their years of teaching experience and comfort with using technology, assessing the impact of ICBLS on students' performance, retention, engagement, and understanding of chemistry concepts. Teachers were asked to compare traditional teaching methods with ICBLS and evaluate the learning effectiveness among students who used ICBLS versus those who did not. The data examines whether ICBLS affects gender disparities in chemistry lessons and observes changes in students' attitudes toward chemical reactions when using ICBLS. It identifies challenges faced in integrating ICBLS and the types of support necessary for effective implementation. Additionally, it seeks teachers' predictions on the future role of computer simulations in advancing chemistry education and gathers their recommendations for improving ICBLS implementation.

Steps to reproduce

Data were collected from various methods to capture a holistic view of the effectiveness of ICBLS in the classroom. The data sources were face-to-face interviews, group discussions, classroom observation, and professional development workshops. Interview data provided insights from teachers regarding their experience, challenges, and perceived benefits of using ICBLS

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