Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall.
This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry-based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived cr...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 2; pp. 110 - 121 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104046375&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104046375 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2014 vid: 30 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104046375 94891283 10.1111/jcal.12024 104046375 ppf: 110 ppct: 11 formats: tig: atl: Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall. aug: au: Lazonder, A.W. Ehrenhard, S. affil: Department of Instructional Technology, University of Twente sug: subj: Learning Methods In Infancy and Childhood Task Performance and Analysis Confidence Evaluation Human Computer Simulation Object Manipulation Male Female Students, Elementary Child Random Assignment Questionnaires Chi Square Test Descriptive Statistics Data Analysis Software Child: 6-12 years Male Female ab: This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry-based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children ( n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post-instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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