Exploring Effective Pedagogies Using Computer Simulations to Improve Grade 12 Learners' Understanding of the Photoelectric Effect

Autor/inn/en	Kunnath, Bobby; Kriek, Jeanne
Titel	Exploring Effective Pedagogies Using Computer Simulations to Improve Grade 12 Learners' Understanding of the Photoelectric Effect
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 3, S.329-339 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1531500
Schlagwörter	Grade 12; Secondary School Science; Computer Simulation; Science Instruction; Instructional Effectiveness; Computer Uses in Education; Inquiry; Active Learning; High School Students; Physical Sciences; Independent Study; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Computernutzung; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Natural sciences; Naturwissenschaften; Naturwissenschaft; Selbststudium; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study aimed to determine the most effective of three pedagogies to improve Grade 12 learners' understanding of the photoelectric effect when the teaching was done using chalk and talk, guided learning with computer simulations (CS) as a demonstration tool and semi-autonomous learning where the learners used the CS individually with limited support. A randomised pre-/post-test control group design was implemented. A paired-sample t-test on the post-test scores indicated that the guided learning experimental group (N = 10) performed better than the semi-autonomous learning experimental group (N = 10) [t-statistics, t(9) = -6.135, p < 0.05]. Even the control group (N = 10) where the teacher used chalk and talk performed better than the semi-autonomous learning experimental group. An analysis of covariance on the post-test scores with learners' pre-test scores showed a significant effect on the instructional group favouring the guided learning experimental group. It is, therefore, suggested that guided learning where the teacher manipulates the CS is a better method for the effective teaching of the photoelectric effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01