Complex Phenomena Understanding in Electricity through Dynamically Linked Concrete and Abstract Representations

Autor/inn/en	Taramopoulos, A.; Psillos, D.
Titel	Complex Phenomena Understanding in Electricity through Dynamically Linked Concrete and Abstract Representations
Quelle	In: Journal of Computer Assisted Learning, 33 (2017) 2, S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12174
Schlagwörter	Energy; Computer Simulation; High School Students; Computer Assisted Instruction; Teaching Methods; Inquiry; Pretests Posttests; Multivariate Analysis; Science Instruction; Electronics; Scientific Concepts; Outcomes of Education; Instructional Materials; Science Laboratories + Suchen Sie Ihr Suchwort? Energie; Computergrafik; Computersimulation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elektronik; Lernleistung; Schulerfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty-two 16- to 17-year-old high school students participated in a guided-inquiry-based teaching intervention utilizing a virtual laboratory environment and were assigned to three conditions: functional dynamically linked concrete and abstract representations of objects (CA approach), functional concrete representations of objects alone (C approach) and functional abstract representations of objects alone (A approach). All conditions used the same instructor, instructional method and materials. A pretest-post-test scheme was used to assess the students' conceptual evolution. A repeated measures multivariate analysis of variance of the results indicates that after instruction all groups show a similar significant improvement in comprehending simple phenomena in electric circuits. However, for complex phenomena, the CA approach significantly outperforms the other two. It seems, therefore, that in the field of electric circuits, investigative activities utilizing virtual laboratory environments with dynamically linked concrete and abstract representations of objects may foster enhanced understanding of phenomena with a high degree of complexity for high school students. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01