摘要：AbstractThe integration of computerized science laboratory environments such as microcomputer-based laboratory (MBL) and computer simulation is mentioned in community of science educator and practitioner and utilized as being an integrated part of scientific inquiry-based classroom for enhancing teacher's teaching and student's learning process in science called “integrated cognitive tool”. An effect of structured-inquiry learning within the hybrid science laboratory environment on student's conceptual understanding and conceptual change on sound wave properties was reported in this paper. Thirty of Grade 11 Thai students participated in this research throughout two weeks. Mixed-method research methodology was conducted to explore both quantitative and qualitative outcome of the students’ conceptual understanding at before and after participating in the environment, and to explain qualitatively the phenomena of change of their understanding. The qualitative result revealed that students’ physics conceptual understanding of sound wave properties were achieved to be scientifically or more scientifically comparing between before and after, and the quantitative result based on Wilcoxon matched pair signed-ranks test showed that this achievement caused them significantly gaining a better conceptual score at the end of their learning. In addition, the qualitative analysis indicated that the students did change of conceptual understanding on physics of sound wave properties in three characteristics such as differentiation, class extension, and reconceptualization. These findings suggested that the hybrid science laboratory environment could help students to improve and comprehend their understanding of physics concept of sound wave properties through the process of conceptual change.
