Examining the Impact of a Play-Based Middle School Physics Program

Autor/inn/en	Margolin, Jonathan; Ba, Harouna; Friedman, Lawrence B.; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng
Titel	Examining the Impact of a Play-Based Middle School Physics Program
Quelle	In: Journal of Research on Technology in Education, 53 (2021) 2, S.125-139 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2020.1754973
Schlagwörter	Program Effectiveness; Playground Activities; Game Based Learning; Informal Education; Science Instruction; Scientific Concepts; Concept Formation; Instructional Effectiveness; Student Motivation; Learner Engagement; Physics; Science Interests; Knowledge Level; Educational Technology; Public Schools; Charter Schools; Questionnaires; Attitude Measures; Scientific Attitudes; Middle School Students; New York (New York); Motivated Strategies for Learning Questionnaire; Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Unterrichtserfolg; Schulische Motivation; Physik; Wissensbasis; Unterrichtsmedien; Public school; Öffentliche Schule; Charter school; Charter-Schule; Fragebogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The "Playground Physics" program combines informal, play-based, embodied learning experiences to support middle school students' engagement with and motivation to learn about complex and abstract physics concepts. This experimental design study examines the impact of "Playground Physics" on students' science motivation, classroom engagement, and physics knowledge. The study involved 24 treatment teachers using "Playground Physics" with 1,928 students, and 21 control teachers teaching their regular physics curriculum to 1,478 students. Results indicate that students of treatment teachers showed significantly greater physics knowledge at posttest than students of control teachers. No differences were noted for positive student engagement and motivation in science class. Further research is needed to understand the relationship between student engagement, motivation, and learning while using Playground Physics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01