PhET Simulations in Undergraduate Physics: Constructivist Learning Theory in Practice

Autor/inn/en	Saudelli, Mary Gene; Kleiv, Robin; Davies, Jessica; Jungmark, Martin; Mueller, Rebecca
Titel	PhET Simulations in Undergraduate Physics: Constructivist Learning Theory in Practice
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 31 (2021) 1, S.52-68 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	College Science; Undergraduate Study; Science Instruction; Physics; Teaching Methods; Computer Simulation; Educational Technology; Instructional Effectiveness; Science Laboratories; Foreign Countries; Problem Solving; Constructivism (Learning); Scientific Concepts; Concept Formation; Canada + Suchen Sie Ihr Suchwort? Grundstudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Unterrichtsmedien; Unterrichtserfolg; Ausland; Problemlösen; Concept learning; Begriffsbildung; Kanada
Abstract	Simulation educational technologies provide a convenient way to augment classroom learning in higher education. The University of Colorado Boulder has created many Physics Education Technology (PhET) computer simulations relevant to concepts in Sciences and Mathematics. There is a notable gap in the literature of simulation-based technologies, learning theories, and Physics pedagogy in higher education. This action research study addresses that gap by exploring the role of the intentional inclusion of PhETs in the teaching practice of an undergraduate Physics class in a Canadian university. The professor of PHYS 105 taught a class of 80 students (primarily non-Physics majors) and integrated PhETs throughout his lesson plans during the semester to see if they supported students' learning of the Physics concepts. Findings indicate that PhETs have value as a "more capable peer" in Vygotsky's (1978) zone of proximal development. Findings indicate that PhETs are a valuable bridge between classroom learning and the laboratory learning experiences in a Physics higher education course. (As Provided).
Anmerkungen	Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01