The Effectiveness of Computer Supported versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers.

The purpose of this study was to compare the changes in conceptual understanding of Direct Current Electricity (DCE) in virtual (VLE) and real laboratory environment (RLE) among pre-service elementary school teachers. A pre- and post- test experimental design was used with two different groups. One of the groups was randomly assigned to VLE (n = 42) and the other to RLE (n = 38). Participants in the VLE group used computer simulations to perform the given tasks, whereas those in the RLE group used real laboratory apparatus. Before the treatment, all the students administered the Direct Electric Circuits Concepts Test (DIRECT). Pre-test analyses show that there was no significant difference between the two groups in terms of understanding DCE. After completing three week physics by inquiry based treatment, the DIRECT was readministered as a post-test. Results showed that both groups showed the same effects on acquisition of scientific concepts.

[1]  Ton de Jong,et al.  Issues in computer supported inquiry learning in science , 2007, J. Comput. Assist. Learn..

[2]  David W. Brooks,et al.  Reality versus Simulation , 2006 .

[3]  Rodger Bybee,et al.  Teaching Science as Inquiry. , 1999 .

[4]  Mustafa Baser,et al.  Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers’ Understanding of Direct Current Circuits , 2006 .

[5]  Ömer Geban,et al.  Effectiveness of conceptual change instruction on understanding of heat and temperature concepts , 2007 .

[6]  E. Burman,et al.  Research Guide , 2021, Nature.

[7]  Hüseyin Küçüközer,et al.  Pre-Service and In-Service Physics Teachers' Ideas about Simple Electric Circuits , 2008 .

[8]  Christoph von Rhöneck,et al.  A Study of Students' Understanding of Electricity in Five European Countries. , 1988 .

[9]  Barry J. Fraser,et al.  Classroom environment and student outcomes among students using anthropometry activities in high‐school science , 2007 .

[10]  Douglas B. Clark,et al.  An Overview of Conceptual Change Theories. , 2007 .

[11]  Thomas Andre,et al.  Use of a Microcomputer Simulation and Conceptual Change Text to Overcome Student Preconceptions about Electric Circuits. , 1992 .

[12]  Gerard D. Thijs,et al.  Making productive use of students' initial conceptions in developing the concept of force , 1998 .

[13]  A. diSessa.  Why “Conceptual Ecology” is a Good Idea , 2002 .

[14]  C. Chou,et al.  Diagnosing students' alternative conceptions in science , 2002, J. Comput. Assist. Learn..

[15]  Joseph P. Apkan.  Which Comes First: Computer Simulation of Dissection or a Traditional Laboratory Practical Method of Dissection , 2002 .

[16]  David Galloway,et al.  Conceptual links between Cognitive Acceleration through Science Education and Motivational Style: a critique of Adey and Shayer , 1996 .

[17]  Nancy Law,et al.  Explorations in promoting conceptual change in electrical concepts via ontological category shift , 2001 .

[18]  C. Wieman,et al.  PhET: Interactive Simulations for Teaching and Learning Physics , 2006 .

[19]  Miky Ronen,et al.  Simulation - a bridge between theory and reality: the case of electric circuits , 2001, J. Comput. Assist. Learn..

[20]  Erminia Pedretti,et al.  Closing of the gender gap in technology enriched science education: a case study , 2000, Comput. Educ..

[21]  Karyn M. Plumm.  Technology in the classroom: Burning the bridges to the gaps in gender-biased education? , 2008, Comput. Educ..

[22]  Lara M. Triona,et al.  Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments , 2003 .

[23]  Sheila French,et al.  A response to the critique of gender issues in computer‐supported learning , 2002 .

[24]  C. Boyle,et al.  Studying conceptual change in learning physics , 1992 .

[25]  D. Hestenes,et al.  Force concept inventory , 1992 .

[26]  Roger Osborne,et al.  Towards Modifying Children's Ideas about Electric Current , 1983 .

[27]  Ton de Jong,et al.  Student‐generated assignments about electrical circuits in a computer simulation , 2004 .

[28]  D. Treagust,et al.  Conceptual change: A powerful framework for improving science teaching and learning , 2003 .

[29]  Z. C. Zacharia,et al.  Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits , 2007, J. Comput. Assist. Learn..

[30]  Amos Dreyfus,et al.  Applying the cognitive conflict strategy for conceptual change - some implications, difficulties, and problems , 1990 .

[31]  Mei-Hung Chiu,et al.  Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies , 2005 .

[32]  Brian E. Myers,et al.  EFFECTS OF INVESTIGATIVE LABORATORY INSTRUCTION ON CONTENT KNOWLEDGE AND SCIENCE PROCESS SKILL ACHIEVEMENT ACROSS LEARNING STYLES , 2006 .

[33]  Henry Heikkinen,et al.  Student ideas regarding chemical equilibrium: What written test answers do not reveal , 1990 .

[34]  Gerard D. Thijs,et al.  Cognitive effects of science experiments focusing on students’ preconceptions of force: a comparison of demonstrations and small‐group practicals , 1995 .

[35]  Noah S. Podolefsky,et al.  When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment , 2005 .

[36]  Kai Hakkarainen,et al.  Patterns of female and male students' participation in peer interaction in computer-supported learning , 2003, Comput. Educ..

[37]  Kyunghee Choi,et al.  The effects of using the electric circuit model in science education to facilitate learning electricity-related concepts , 2004 .

[38]  Lara M. Triona,et al.  Hands on What? The Relative Effectiveness of Physical versus Virtual Materials in an Engineering Design Project by Middle School Children , 2007 .

[39]  David P Maloney,et al.  Surveying students’ conceptual knowledge of electricity and magnetism , 2001 .

[40]  Bruce L Sherin,et al.  Common sense clarified: The role of intuitive knowledge in physics problem solving , 2006 .

[41]  S. Vosniadou,et al.  Designing learning environments to promote conceptual change in science , 2001 .

[42]  Xavier Bohigas,et al.  A study of second-year engineering students' alternative conceptions about electric potential, current intensity and Ohm's law , 2005 .

[43]  Haihong Hu,et al.  The Constructivist Planning Self-Reflective Tool (CPSRT): Facilitating a Constructivist Instructional Planning Approach. , 2001 .

[44]  Salih Ateş,et al.  The effectiveness of the learning‐cycle method on teaching DC circuits to prospective female and male science teachers , 2005 .

[45]  Chin-Chung Tsai.  Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits , 2003 .

[46]  Richard Feynman,et al.  Goals of the Introductory Physics Laboratory a) , 1998 .

[47]  Peter S. Shaffer,et al.  Erratum: ‘‘Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding’’ [Am. J. Phys. 60, 994–1003 (1992)] , 1993 .

[48]  J. Lochhead,et al.  Student conceptions of simple circuits , 1980 .

[49]  Lillian C. McDermott,et al.  Student understanding of the ideal gas law, Part I: A macroscopic perspective , 2005 .

[50]  P. C. Peters.  Even honors students have conceptual difficulties with physics , 1982 .

[51]  Mustafa Baser.  Promoting conceptual change through active learning using open source software for physics simulations , 2006 .

[52]  Chun-Yen Chang,et al.  Does Computer-Assisted Instruction + Problem Solving = Improved Science Outcomes? A Pioneer Study , 2002 .

[53]  Eunhee Choi,et al.  Conditions for the effective use of simulation and its application to middle-school physics inquiry activities , 2003 .

[54]  Ton de Jong.  Computer simulations. Technological advances in inquiry learning. , 2006, Science.

[55]  B. Eylon,et al.  Potential difference and current in simple electric circuits: A study of students’ concepts , 1983 .

[56]  Ali Eryilmaz,et al.  Effects of Conceptual Assignments and Conceptual Change Discussions on Students' Misconceptions and Achievement Regarding Force and Motion , 2002 .

[57]  Thomas Andre,et al.  Conceptual change text versus traditional text and application questions versus no questions in learning about electricity , 1991 .

[58]  Daniel T. Hickey,et al.  Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment , 2006 .

[59]  Jose M. Aguirre.  Student preconceptions about vector kinematics , 1988 .

[60]  H. Pfister,et al.  Illustrating Electric Circuit Concepts with the Glitter Circuit , 2004 .

[61]  Hüsamettin Akçay,et al.  Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry. , 2006 .

[62]  J. J. Dupin,et al.  Conceptions of french pupils concerning electric circuits: Structure and evolution , 1987 .

[63]  S. Petcharatana,et al.  Does computer‐assisted instruction really help to improve the learning process? , 2001, Medical education.

[64]  Semra Sungur,et al.  The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Students Understanding of the Human Circulatory System , 2001 .

[65]  David Shipstone,et al.  A study of children's understanding of electricity in simple DC circuits , 1984 .

[66]  James R. Okey,et al.  Development of an integrated process skill test: TIPS II , 1985 .

[67]  Robert J. Beichner,et al.  Students’ understanding of direct current resistive electrical circuits , 2004 .

[68]  Christof Wecker,et al.  Computer literacy and inquiry learning: when geeks learn less , 2007, J. Comput. Assist. Learn..

[69]  Hanna Salovaara,et al.  An exploration of students' strategy use in inquiry-based computer-supported collaborative learning , 2005, J. Comput. Assist. Learn..

[70]  Peter W. Hewson,et al.  A Conceptual Change Approach to Learning Science , 1981 .

[71]  F. Abd‐El‐Khalick,et al.  The impact of technology on the enactment of “inquiry” in a technology enthusiast's sixth grade science classroom , 2007 .

[72]  M. Chi,et al.  From things to processes: A theory of conceptual change for learning science concepts , 1994 .

[73]  P. Hewson,et al.  Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .

[74]  S. Çepni,et al.  Turkish Students' Conceptions about the Simple Electric Circuits , 2006 .