Complex phenomena understanding in electricity through dynamically linked concrete and abstract representations.
The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty-two 16-...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 2; pp. 151 - 164 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2017
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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=121570536&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121570536 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2017 vid: 33 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 121570536 121570536 121570536 10.1111/jcal.12174 121570536 ppf: 151 ppct: 13 formats: tig: atl: Complex phenomena understanding in electricity through dynamically linked concrete and abstract representations. aug: au: Taramopoulos, A. Psillos, D. affil: General Lyceum of Nea Zichni, Greece sug: subj: Electricity Concept Formation Semantics Students Human Male Female Adolescence Repeated Measures Multivariate Analysis of Variance Post Hoc Analysis T-Tests Adolescent: 13-18 years Male Female ab: The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty-two 16- to 17-year-old high school students participated in a guided-inquiry-based teaching intervention utilizing a virtual laboratory environment and were assigned to three conditions: functional dynamically linked concrete and abstract representations of objects (CA approach), functional concrete representations of objects alone (C approach) and functional abstract representations of objects alone (A approach). All conditions used the same instructor, instructional method and materials. A pretest-post-test scheme was used to assess the students' conceptual evolution. A repeated measures multivariate analysis of variance of the results indicates that after instruction all groups show a similar significant improvement in comprehending simple phenomena in electric circuits. However, for complex phenomena, the CA approach significantly outperforms the other two. It seems, therefore, that in the field of electric circuits, investigative activities utilizing virtual laboratory environments with dynamically linked concrete and abstract representations of objects may foster enhanced understanding of phenomena with a high degree of complexity for high school students. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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