Following changes to SSI’s science lab facilities, Labster, a virtual lab platform, has become a key part of the science classes. In an interview, Mr. Brian, our Biology and Environmental Science teacher, shared his insights on how Labster supports learning, and where it falls short compared to a physical lab.
Q1. What was your initial reaction to the news that the lab was being removed?
I was honestly a little nervous and concerned because it was my first time teaching on an interactive website. And there were a lot of things to cover, so I wasn’t sure if I could fit it into my lesson schedules. But after using it, it wasn’t as bad as I thought because it’s possible to do a lab quickly without all the preparation needed for a physical lab. At the same time, I wasn’t really happy with the students’ reactions because it felt like some of the students didn’t learn as much since they became robotic and just wanted to finish the assignment.
Q2. What is one way that Labster effectively supports learning?
Labster’s great because in a physical lab, we can’t see, for example, a DNA molecule. We can visualize the invisible. We can zoom into a DNA strand to examine their bonds and the structure. We can also do tests that we can’t simulate like experiments involving rats or humans. I think those things help support effective learning for the wonderful students at SSI.
Q3. What is one thing that Labster fails to replicate?
Well, for one, people need to make mistakes. Now, I’m not saying accidents are good because, let’s say, you have a chemical spill. Someone’s gonna sue you, right? We don’t want that to happen. But doing the experiments and making mistakes is part of how you learn. Students won’t really be making those meaningful mistakes while in a virtual lab.
Also, virtual labs don’t replicate the tactile experience that a physical lab gives you. For example, when you’re pipetting something with a micropipette. In Labster, the program would just perform the action for you, so you wouldn’t develop the hands-on, kinetic understanding.
It’s like going to a football game. In the US, for a football game, there’s a tradition called tailgating. You interact with people, have a little barbeque, and then you go into the stadium. You can watch the players, smell the atmosphere, feel the crowd energy and the adrenaline rush. I think, for Labster, it’s the same thing. Watching and doing is different.
Q4. Can you describe a specific moment where Labster caused frustration or limited what you wanted to teach?
I had to pause some of the Labsters due to technical issues. Students were having problems with their devices, they couldn’t log in, and some of the simulations just froze in the middle of an experiment. I tried emailing Labster for technical support, and they tried to help, but it wasn’t really helpful. I don’t know what to do in those situations, which was really frustrating. I think we had less interruptions in the second half of the year when we didn’t use Labster as much.
Oh, and also students skimming through the simulations. The students who aren’t as interested in the subject just want to get the grade. If they get a grade they aren’t satisfied with, they would just do it again while knowing the answers rather than actually thinking. I wanted them to have the full experience. I tried having the students come to the front of the classroom so the whole class could do it together, but that wouldn’t help as much because only one student can answer a question at a time, so other students would just watch or do it on their own. It wouldn’t really help with the total class atmosphere.
Q5. Can I ask about the VR Goggles you’ve been carrying around?
The sad part is, I had a meeting with the VR group, and we can’t use it for this program. But we might be able to use it for other classes. For example, you can walk around in virtual spaces and listen to lectures through the goggles. We’re only in the beginning stages though, so unfortunately, I’m not sure how it will work out.
Overall, while Labster offers visualization of concepts that aren’t observable to the naked eye and quick, mess-free labs, it does not completely replace the hands-on experience of a physical lab. As Mr. Brian emphasized, both Labster and the physical lab have pros and cons when helping students understand science concepts better.
By Seojin Yun
