Virtuelle laboratorier – redskaber at tænke med

Abstract

In the article I investigate which learning practices are constructed when virtual laboratories become a part of science teaching in the school. Based on Seymour Papert’s concept of microworlds, I show how two different kinds of virtual laboratories are used in teaching. One of the laboratories is designed for a more open-ended and explorative learning practice and the simulation becomes an object-to-think-with and is used to combine abstract and concrete thinking. The other laboratory is more instructive and is to a greater degree used to train pupils in following a protocol or as an interactive textbook. Furthermore, I argue that a paradox exists in that the virtual laboratory offers a secure learning space, but at the same time becomes a risk-free learning space. Finally, I discuss which learning challenges and potentials the virtual laboratory brings about.