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Real vs virtual physics experiments: comparison of learning outcomes among fifth grade primary school students. A case on the concept of frictional force

Published on Feb 11, 2019in International Journal of Science Education 1.32
· DOI :10.1080/09500693.2018.1549760
Filippos Evangelou (University of Ioannina), Konstantinos Kotsis9
Estimated H-index: 9
(University of Ioannina)
Abstract
ABSTRACTThis paper compares students’ conceptual understanding of a standard physics law, i.e. frictional force, following the execution of real vs virtual experiments. The research sample was made up of 110 fifth grade students attending a primary school in the city of Ioannina, Northwestern Greece who were randomly assigned to either the control group (55 students) or the experimental group (55 students). The control group carried out experiments with real world objects, while the experimental group used Interactive Physics simulation software. Data was collected by administering to both groups identical pre and post tests, before and after the experiments respectively and which contained six questions each. The SOLO taxonomy model was used to evaluate student answers and the findings reveal that both experimentation methods are equally effective in the conceptual understanding of frictional force.
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Published on Aug 13, 2017in International Journal of Science Education 1.32
Sarah Sullivan4
Estimated H-index: 4
(University of Wisconsin-Madison),
Dana Gnesdilow2
Estimated H-index: 2
(University of Wisconsin-Madison)
+ 1 AuthorsJee-Seon Kim13
Estimated H-index: 13
(University of Wisconsin-Madison)
ABSTRACTPhysical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined ei...
6 Citations Source Cite
Published on Jan 1, 2016
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus),
Marios Michael1
Estimated H-index: 1
(University of Cyprus)
The purpose of this study was to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on primary school students’ understanding of concepts in the domain of electric circuits and whether any possible differences relate to the processes that students engage in during PM or VM experimentation. A pre-post comparison study design was used for the purposes of this study that involved 55 participants assigned to th...
5 Citations Source Cite
Published on Apr 3, 2014in Cognition and Instruction 2.65
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus),
Ton de Jong37
Estimated H-index: 37
(University of Twente)
This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre–post comparison study randomly assigned 194 undergraduates in an introductory physics course to one of five conditions: three experimental conditions with different PM and VM sequences and two control conditions with only PM or VM. Conceptual tests assessed students’ understanding. Ins...
23 Citations Source Cite
Published on Jan 1, 2014
Georgios Olympiou4
Estimated H-index: 4
(University of Cyprus),
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus)
Given the importance of laboratory experimentation for science education, many researchers have attempted to investigate and document the value of using Physical Manipulatives (PM; real-world physical/concrete material and apparatus) and Virtual Manipulatives (VM; virtual apparatus and material, which exist in computer-based simulations) in science laboratory experimentation (Finkelstein et al. 2005; Hofstein and Lunetta 2004; Jaakkola et al. 2010; Toth et al. 2009; Triona and Klahr 2003; Winn e...
4 Citations Source Cite
Published on Apr 19, 2013in Science 41.06
Ton de Jong37
Estimated H-index: 37
(University of Twente),
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley),
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus)
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions with the material world or in virtual laboratories...
212 Citations Source Cite
Jacquelyn J. Chini4
Estimated H-index: 4
,
Adrian Madsen7
Estimated H-index: 7
+ 2 AuthorsSadhana Puntambekar18
Estimated H-index: 18
Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures of conceptual understanding than their peers who used physical equipment. In this study, we explored how university-level nonscience majors’ understanding of the physics concepts related to pulleys was...
23 Citations Source Cite
Published on Jan 1, 2012in Science Education 3.04
Georgios Olympiou4
Estimated H-index: 4
(University of Cyprus),
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus)
This study aimed to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of Light and Color. A pre–post comparison study design was used for the purposes of this study that involved 70 participants assigned to three conditions. The first condition consisted of 23 students that used PM, the second condition consisted of 23 students that used VM...
79 Citations Source Cite
Published on Jun 1, 2011in Learning and Instruction 3.97
Zacharias C. Zacharia22
Estimated H-index: 22
(University of Cyprus),
Georgios Olympiou4
Estimated H-index: 4
(University of Cyprus)
Abstract The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat a...
102 Citations Source Cite
Published on Jan 1, 2010in Educational Technology & Society 1.77
Ioannis Padiotis1
Estimated H-index: 1
,
Tassos A. Mikropoulos12
Estimated H-index: 12
The present research investigates the contribution of an interactive educational virtual environment on milk pasteurization to the learning outcomes of 40 students in a technical secondary school using SOLO taxonomy. After the interaction with the virtual environment the majority of the students moved to higher hierarchical levels of understanding on the structure and operation of the pasteurization apparatus, the different paths and temperatures of fresh and pasteurized milk, hot and cold water...
9 Citations
Published on Jul 1, 2009in International Journal of Science Education 1.32
James Minogue13
Estimated H-index: 13
(North Carolina State University),
Gail Jones6
Estimated H-index: 6
(North Carolina State University)
The application of Biggs’ and Collis’ Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer‐based learning environment is described in this study. Pre‐test–post‐test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of...
26 Citations Source Cite
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