The Use of a Computer Simulation to Promote Conceptual Change: A Quasi-Experimental Study

Autor/inn/en	Trundle, Kathy Cabe; Bell, Randy L.
Titel	The Use of a Computer Simulation to Promote Conceptual Change: A Quasi-Experimental Study
Quelle	In: Computers & Education, 54 (2010) 4, S.1078-1088 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.10.012
Schlagwörter	Preschool Teachers; Preservice Teachers; Computer Simulation; Astronomy; Statistical Significance; Teaching Methods; Concept Formation; Comparative Analysis; Inquiry; Computer Software; Computer Assisted Instruction; Science Instruction; Observation; Scientific Concepts + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Computergrafik; Computersimulation; Astronomie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung
Abstract	This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night[TM], (2) nature observations and Starry Night[TM], or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night[TM]-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants' abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10