Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature

Zacharia ZC; Constantinou CP

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Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature

机译：通过询问课程比较物理和虚拟操作在物理环境中的影响：以大学生对热和温度的概念理解为例

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We compare the effect of experimenting with physical or virtual manipulatives on undergraduate students' conceptual understanding of heat and temperature. A pre-post comparison study design was used to replicate all aspects of a guided inquiry classroom except the mode in which students performed their experiments. This study is the first on physical and virtual manipulative experimentation in physics in which the curriculum, method of instruction, and resource capabilities were explicitly controlled. The participants were 68 undergraduates in an introductory course and were randomly assigned to an experimental or a control group. Conceptual tests were administered to both groups to assess students' understanding before, during, and after instruction. The result indicates that both modes of experimentation are equally effective in enhancing students' conceptual understanding. This result is discussed in the context of an ongoing debate on the relative importance of virtual and real laboratory work in physics education. (c) 2008 American Association of Physics Teachers.

机译：我们比较了物理或虚拟操作实验对大学生对热量和温度的概念理解的影响。后期比较研究设计用于复制指导型探究课堂的所有方面，除了学生进行实验的方式。这项研究是首次对物理和虚拟操作实验进行了明确控制，其中课程，教学方法和资源功能得到了明确控制。参加者是68位入门课程的大学生，被随机分配到实验组或对照组。两组都进行了概念测试，以评估学生在上课之前，期间和之后的理解。结果表明，两种实验模式在增强学生的概念理解上都同样有效。在关于虚拟和真实实验室工作在物理教育中的相对重要性的持续辩论中讨论了这一结果。（c）2008年美国物理教师协会。

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《American journal of physics》 |2008年第5期|共6页
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Zacharia ZC; Constantinou CP;
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正文语种 eng
中图分类物理学;
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SCIENCE-EDUCATION; TEACHERS; SKILLS;

机译：科学教育;教师;技能;
入库时间 2022-08-18 10:00:33

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1. Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature [J] . Zacharia ZC, Constantinou CP American journal of physics . 2008,第4a5期

机译：通过询问课程比较物理和虚拟操作在物理环境中的影响：以大学生对热和温度的概念理解为例
2. The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum [J] . Zacharias C. Zacharia, Ton de Jong Cognition and instruction . 2014,第2期

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3. Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature [J] . Zacharias C. Zacharia, Georgios Olympiou, Marios Papaevripidou Journal of Research in Science Teaching . 2008,第9期

机译：进行物理和虚拟操作实验对学生对温度和温度的概念理解的影响
4. The Effects of Inquiry-Based Learning Strategy on Chemistry Undergraduate Students' Conceptual Understanding and Science Process Skill Achievement in NMR Spectroscopy [C] . Sutrisno, Rini Retnosari, Hayuni Retno Widarti International Conference on Learning Innovation . 2018

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Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students' conceptual understanding of heat and temperature

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