A Comparative Analysis of Student Learning with a Collaborative Computer Simulation of the Cardiopulmonary System

Autor/in	Keyser, Diane
Titel	A Comparative Analysis of Student Learning with a Collaborative Computer Simulation of the Cardiopulmonary System
Quelle	(2010), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Computer Simulation; Cooperative Learning; Human Body; Biology; Physiology; Anatomy; Secondary School Science; High School Students; Recall (Psychology); Thinking Skills; Student Evaluation; Multiple Choice Tests; Achievement Gains; Standardized Tests; Advanced Placement Examinations (CEEB); National Assessment of Educational Progress; New York State Regents Examinations; Program for International Student Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Kooperatives Lernen; Menschlicher Körper; Biologie; Physiologie; Anatomie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abberufung; Denkfähigkeit; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test
Abstract	To design a series of assessments that could be used to compare the learning gains of high school students studying the cardiopulmonary system using traditional methods to those who used a collaborative computer simulation, called "Mr. Vetro". Five teachers and 264 HS biology students participated in the study. The students were in regular biology, advanced biology, anatomy and physiology or AP biology. One group of teachers taught a 7 day unit on the cardiovascular system using Mr. Vetro and the other group of teachers taught the same content without Mr. Vetro. Assessments were administered before and after the unit, and included basic recall as well as making connections and application of knowledge to new situations. The learning gains of four matched Vetro vs. Comparison groups were compared, for all types of assessments. Results indicate that there were statistically significant differences between the learning gains of all of the Vetro vs Comparison groups for assessments that required higher level thinking skills as well as for some of the assessments that required basic recall. Learning gains on multiple choice problems taken from standardized tests were more moderate or not significant. Results show that students who use the Mr. Vetro collaborative computer simulation make stronger learning gains than those who do not, regardless of the level of the course. Schools should consider using the Mr. Vetro simulation to foster a deeper understanding of the cardiovascular system. (Contains 2 figures and 1 table). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10