Εμφάνιση απλής εγγραφής

dc.contributor.authorSmith, Garrett W.en
dc.contributor.authorPuntambekar, Sadhanaen
dc.coverage.spatialCY - Λευκωσίαen
dc.date.accessioned2016-01-27T09:44:55Z
dc.date.available2016-01-27T09:44:55Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10797/14520en
dc.descriptionPhysical investigations and computer simulations have often been used independently in inquiry science classrooms. This study investigates the benefits of combining physical and virtual experiments when learning about pulleys in a middle school science classroom and whether the sequence of activities impacts student conceptual understanding. Students conducted either a physical experiment followed by a virtual experiment, or a virtual experiment followed by a physical experiment. The students who conducted the physical experiment followed by the virtual experiment outperformed those who conducted the experiments in the reverse order. Furthermore, these results were driven largely by particular concepts and situations related to the designed affordances of the physical and virtual experiments. The results suggest that combining physical and virtual experiments can improve conceptual understanding and that the sequence of physical and virtual activities can have important effects on learning.en
dc.language.isoengen
dc.publisherUniversity of Cyprusen
dc.relation.ispartofTeaching and learningen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.titleExamining the combination of Physical and virtual experiments In an inquiry science classroomen
dc.typeinfo:eu-repo/semantics/conferenceObjecten
dc.subject.uncontrolledtermSimulationsen
dc.subject.uncontrolledtermVirtual Experimentsen
dc.subject.uncontrolledtermPhysical Experimentsen
dc.subject.uncontrolledtermScience Inquiryen
dc.subject.uncontrolledtermPulley Systemsen
dc.contributor.conferenceorganizerLearning in Science Group, University of Cyprusen


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