The use of a computer simulation to promote conceptual change: A quasi-experimental study

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers ( n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Computers and education Ročník 54; číslo 4; s. 1078 - 1088
Hlavní autori: Trundle, Kathy Cabe, Bell, Randy L.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Elsevier Ltd 01.05.2010
Elsevier
Predmet:
Applications in subject areas
Astronomy
Comparative Analysis
Computer Assisted Instruction
Computer Simulation
Computer Software
Concept Formation
Elementary education
Improving classroom teaching
Inquiry
Interactive learning environments
Observation
Preschool Teachers
Preservice Teachers
Science Instruction
Scientific Concepts
Simulations
Statistical Significance
Teaching Methods
Teaching/learning strategies
Simulations
Teaching/learning strategies
Interactive learning environments
Applications in subject areas
Elementary education
Improving classroom teaching
ISSN:0360-1315, 1873-782X
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers ( n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2009.10.012