Simulation-Based and Video-Based Approaches to Diversifying Physics Homework

Autor/inn/en	Simic, Bojana; Mešic, Vanes; Ðapo, Nermin; Šapic, Iva Movre; Vidak, Andrej; Alic, Amina; Erceg, Nataša
Titel	Simulation-Based and Video-Based Approaches to Diversifying Physics Homework
Quelle	In: Journal of Baltic Science Education, 22 (2023) 3, S.506-519 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Simic, Bojana) ORCID (Mešic, Vanes) ORCID (Ðapo, Nermin) ORCID (Šapic, Iva Movre) ORCID (Vidak, Andrej) ORCID (Alic, Amina) ORCID (Erceg, Nataša)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Physics; Science Instruction; Homework; Video Technology; Computer Simulation; Scientific Concepts; Concept Formation; Student Attitudes; Program Effectiveness; Undergraduate Students; Foreign Countries; Croatia + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hausaufgabe; Computergrafik; Computersimulation; Concept learning; Begriffsbildung; Schülerverhalten; Ausland; Kroatien
Abstract	Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton's laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After students had lectures and seminars on Newton's laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton's laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students' attitudes towards homework. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01