Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities.
Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in t...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 4; pp. 271 - 284 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2008
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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=105344556&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344556 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2008 vid: 24 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344556 105344556 2010457789 10.1111/j.1365-2729.2007.00259.x 105344556 ppf: 271 ppct: 13 formats: tig: atl: Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities. aug: au: Jaakkola T Nurmi S affil: Educational Technology Unit, University of Turku, 20014-University of Turku, Finland; tomi. jaakkola@utu.fi sug: subj: Computer-Assisted Instruction In Infancy and Childhood Computer Simulation In Infancy and Childhood Electricity Education Achievement Tests Chi Square Test Child Female Finland Interviews Male McNemar's Test Outcomes of Education Pretest-Posttest Design Qualitative Studies Schools, Elementary Students, Elementary Human Child: 6-12 years Female Male ab: Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Based on their pre-test performances, 66 elementary school students were placed into three different learning environments: computer simulation, laboratory exercise and a simulation-laboratory combination. The results showed that the simulation-laboratory combination environment led to statistically greater learning gains than the use of either simulation or laboratory activities alone, and it also promoted students' conceptual understanding most efficiently. There were no statistical differences between simulation and laboratory environments. The results highlight the benefits of using simulation along with hands-on laboratory activities to promote students' understanding of electricity. A simulation can help students to first understand the theoretical principles of electricity; however, in order to promote conceptual change, it is necessary to challenge further students' intuitive conceptions by demonstrating through testing that the laws and principles that are discovered through a simulation also apply in reality. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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