The use of a computer simulation to promote conceptual change: A quasi-experimental study
Computers & Education Volume 54, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Trundle, K.C. & Bell, R.L. (2010). The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers & Education, 54(4), 1078-1088. Elsevier Ltd.
- Applications in subject areas
- Comparative Analysis
- Computer Assisted Instruction
- Computer Simulation
- Computer Software
- Concept Formation
- elementary education
- improving classroom teaching
- Interactive Learning Environments
- Preschool Teachers
- preservice teachers
- Science Instruction
- Scientific Concepts
- Statistical Significance
- teaching methods
- Teaching/Learning Strategies
Cited ByView References & Citations Map
Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?
Preschool and Primary Education Vol. 5, No. 1 (Mar 06, 2017) pp. 46–62
The Comparative Effects of a Computer-based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students’ Mental Models of the Day/Night Cycle
Moira Baldwin, University of Houston - Victoria, United States; Lauren Cifuentes, Texas A&M University-Corpus Christi, United States; Teresa LeSage Clements, University of Houston - Victoria, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2784–2789
Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills.
Nicole Simon, Nassau Community College, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 453–459
Focusing the Technology Leadership: Key Technologies to Integrate into Secondary Math and Science Classrooms
Barbara Swartz, Yash Patel, Sara Dexter & Joe Garofalo, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4861–4869
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.