A1 Refereed original research article in a scientific journal
Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities
Authors: Jaakkola Tomi, Nurmi S
Publication year: 2008
Journal: Journal of Computer Assisted Learning
Journal name in source: JOURNAL OF COMPUTER ASSISTED LEARNING
Journal acronym: J COMPUT ASSIST LEAR
Volume: 24
Issue: 4
First page : 271
Last page: 283
Number of pages: 13
ISSN: 0266-4909
DOI: https://doi.org/10.1111/j.1365-2729.2007.00259.x
Web address : https://doi.org/10.1111/j.1365-2729.2007.00259.x
Abstract
Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Based on their pre-test performances, 66 elementary school students were placed into three different learning environments: computer simulation, laboratory exercise and a simulation-laboratory combination. The results showed that the simulation-laboratory combination environment led to statistically greater learning gains than the use of either simulation or laboratory activities alone, and it also promoted students' conceptual understanding most efficiently. There were no statistical differences between simulation and laboratory environments. The results highlight the benefits of using simulation along with hands-on laboratory activities to promote students' understanding of electricity. A simulation can help students to first understand the theoretical principles of electricity; however, in order to promote conceptual change, it is necessary to challenge further students' intuitive conceptions by demonstrating through testing that the laws and principles that are discovered through a simulation also apply in reality.
Computer simulations and laboratory activities have been traditionally treated as substitute or competing methods in science teaching. The aim of this experimental study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Based on their pre-test performances, 66 elementary school students were placed into three different learning environments: computer simulation, laboratory exercise and a simulation-laboratory combination. The results showed that the simulation-laboratory combination environment led to statistically greater learning gains than the use of either simulation or laboratory activities alone, and it also promoted students' conceptual understanding most efficiently. There were no statistical differences between simulation and laboratory environments. The results highlight the benefits of using simulation along with hands-on laboratory activities to promote students' understanding of electricity. A simulation can help students to first understand the theoretical principles of electricity; however, in order to promote conceptual change, it is necessary to challenge further students' intuitive conceptions by demonstrating through testing that the laws and principles that are discovered through a simulation also apply in reality.
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