Comparison of Students' Learning and Attitudes in Physical versus Virtual Manipulatives Using Inquiry-Based Instruction

Autor/inn/en	Oymak, Onur; Ogan-Bekiroglu, Feral
Titel	Comparison of Students' Learning and Attitudes in Physical versus Virtual Manipulatives Using Inquiry-Based Instruction
Quelle	In: IAFOR Journal of Education, 9 (2021) 4, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Student Attitudes; High School Students; Knowledge Level; Adolescents; Males; Grade 9; Manipulative Materials; Hands on Science; Experiments; Computer Simulation; Instructional Effectiveness; Active Learning; Inquiry; Physics; Scientific Concepts; Concept Formation; Transfer of Training; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; School year 09; 9. Schuljahr; Schuljahr 09; Hilfsmittel; Erprobung; Computergrafik; Computersimulation; Unterrichtserfolg; Aktives Lernen; Physik; Concept learning; Begriffsbildung; Training; Transfer; Ausbildung; Ausland; Türkei
Abstract	This research aimed to determine whether implementation of virtual technology or implementation of physical materials in a learning environment is more efficient in understanding physics concepts and developing positive attitudes at the high school level. The theory that framed this study is the model of learning as dynamic transfer. Participants were 96 ninth grade students (n = 96) distributed randomly to the virtual or physical group. Inquiry-based instruction continued during teaching of kinematics and dynamics, which lasted for eight weeks for both groups. Data from the Force and Motion Achievement Instrument (FMAI), student worksheets, the Attitude Towards Physics Scale (APCS), and anecdotal observations were collected. This study concluded that the use of physical and virtual manipulatives in inquiry-based instruction had the same effect on students' conceptual and procedural knowledge, as well as their attitudes towards physics. However, students who dealt with physical experimentation had lower learning than their peers who experienced virtual experimentation due to measurement errors made by students. Furthermore, physical investigations left students with some irrelevant knowledge. Therefore, it is reasonable to assume that implementing virtual manipulatives is more advantageous for learning in some conditions. The final conclusion is that attitude and learning may be developed in a parallel manner. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01