Effects of abstract and concrete simulation elements on science learning.
Contemporary evidence on the effectiveness of concrete and abstract representations in science education is based solely on studies conducted in college context. There it has been found that learning with abstract representations produces predominantly better outcomes than learning with concrete rep...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 4; pp. 300 - 314 |
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| Autores principales: | , |
| Formato: | pictorial questions and answers research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2015
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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=109824232&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824232 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2015 vid: 31 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109824232 108376661 10.1111/jcal.12089 109824232 ppf: 300 ppct: 14 formats: tig: atl: Effects of abstract and concrete simulation elements on science learning. aug: au: Jaakkola, T. Veermans, K. affil: Centre for Learning Research, University of Turku sug: subj: Computer Simulation Electricity Education Computer-Assisted Instruction Schools, Elementary Finland Finland Human Female Male Child Student Knowledge Evaluation Questionnaires Pretest-Posttest Design Descriptive Statistics Data Analysis Software T-Tests P-Value Repeated Measures Analysis of Variance Funding Source Child: 6-12 years Female Male ab: Contemporary evidence on the effectiveness of concrete and abstract representations in science education is based solely on studies conducted in college context. There it has been found that learning with abstract representations produces predominantly better outcomes than learning with concrete representations and combining the representations can be even more productive. In the present study, 52 elementary school students used a computer simulation to discover the basic principles of electric circuits. The perceptual concreteness of simulation elements either remained concrete or switched from concrete to abstract during the learning. In order to compare the relative effectiveness of the learning conditions and assess the changes in students' conceptual understanding, the students completed a subject knowledge assessment questionnaire before and after learning with the simulation. According to the results, the students gained a better understanding of the circuits by learning with constantly concrete simulation elements than switching from concrete to abstract elements during the learning. Constantly concrete elements also enhanced the learning process by reducing the learning times. The outcomes of the study suggest that the effects of concrete and abstract representations in science education are notably different in elementary school context as compared with college contexts. pubtype: Academic Journal doctype: pictorial questions and answers research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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