Literaturnachweis - Detailanzeige
Autor/inn/en | Moyer-Packenham, Patricia; Baker, Joseph; Westenskow, Arla; Anderson, Katie; Shumway, Jessica; Rodzon, Kati; Jordan, Kerry |
---|---|
Titel | A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third-and Fourth-Grade Classrooms |
Quelle | In: Journal of Education, 193 (2013) 2, S.25-39 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0574 |
Schlagwörter | Manipulative Materials; Computer Simulation; Educational Technology; Teaching Methods; Comparative Analysis; Tests; Academic Achievement; Classroom Techniques; Time Factors (Learning); Elementary School Students; Grade 3; Grade 4; Electronic Learning; Conventional Instruction |
Abstract | The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives, and virtual manipulatives. Results revealed no significant differences in achievement between the treatments. Additional results showed that objective ability predicted fraction achievement; virtual manipulative use can be modulated by test question type (e.g., symbolic vs. pictorial); percentage of class time using representations differed between VM and PM classrooms; and percentage of class time spent using representation types differed, potentially providing differential opportunities to learn. (As Provided). |
Anmerkungen | Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |