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首页> 外文期刊>Research in science & technological education >The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students' perceptions
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The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students' perceptions

机译：PhET模拟在亚微观水平上指导气体行为的应用：中学生的感知

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Background: A multimedia software designed as a Computer-Assisted Scaffolding system was used to teach gas behavior on the submicroscopic level using Physics Education Technology Project (PhET) simulation. PhET is a set of interactive, research-based science and mathematics online simulations (). Purpose: The purpose was to investigate secondary school students' perceptions of the simulation-based learning system and how it supported their cognitive processing of chemistry target concepts. Identifying its most (and least) helpful features and instructional strategies was also an objective of this study. Simulation-based learning system description: The Computer-Assisted Scaffolding system combined with the PhET simulation (Program) were meant to facilitate learners' conceptual understanding of gas behavior on the submicroscopic level, which would serve as a foundation for learning gas laws on the macroscopic and symbolic level. Chemistry target concepts included causes for gas pressure, relationship between gas pressure and volume/temperature changes, and relationship between gas pressure and the number of particles. Sample: One hundred and fourteen secondary school students participated in this study as part of their science curriculum. Design and methods: Data on the students' perceptions of the overall learning experience and specific Program features were collected and analyzed. Students responded to three open-ended questions and provided ratings of the Program features, such as pop-up explanations, images, model explorations, guiding questions, diagrams and feedback. They used a paper-based survey that was administered during the last 8 min of class. Results: The results provide preliminary evidence of the benefits of this approach in chemistry education. For instance, the changing variables in the simulation helped students understand gas behavior, the multiple images and working with the simulation lab helped students visualize gas behavior, and the design of the system made it easy for students to understand gas behavior on the submicroscopic level. Conclusions: The vast majority of the students reported a positive learning experience and described it as worth spending their time.
机译：背景：设计为计算机辅助支架系统的多媒体软件用于通过物理教育技术计划（PhET）模拟在亚微观水平上教授气体行为。 PhET是一组基于研究的互动式科学和数学在线模拟（）。目的：目的是调查中学生对基于模拟的学习系统的理解，以及它如何支持他们对化学目标概念的认知处理。确定其最大（和最小）有用的功能和教学策略也是本研究的目标。基于模拟的学习系统说明：计算机辅助脚手架系统与PhET模拟（程序）相结合，旨在促进学习者在亚微观层面上对气体行为的概念性理解，这将成为在宏观上学习气体定律的基础和象征性的水平。化学目标概念包括气压的原因，气压与体积/温度变化之间的关系以及气压与颗粒数量之间的关系。样本：114名中学生作为本科学课程的一部分参加了这项研究。设计和方法：收集并分析有关学生对整体学习经历和特定计划功能的看法的数据。学生回答了三个开放性问题，并对计划功能进行了评级，例如弹出式说明，图像，模型探索，指导性问题，图表和反馈。他们使用了基于纸质的调查，该调查是在上课的最后8分钟进行的。结果：结果提供了这种方法在化学教育中的好处的初步证据。例如，模拟中不断变化的变量帮助学生了解气体行为，多幅图像以及与模拟实验室的合作帮助学生可视化了气体行为，并且系统的设计使学生可以轻松地在亚微观水平上理解气体行为。结论：绝大多数学生表示学习积极，并认为值得花费时间。

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