Comparing the influence of physical and virtual manipulatives in the context of the <i>Physics by Inquiry</i> curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature

Zacharia, Zacharias C.; Constantinou, Constantinos P.

doi:10.1119/1.2885059

Cited by 118 publications

(86 citation statements)

References 21 publications

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“…Zacharia and Anderson (2003) found that combining physical and virtual models increased teachers' learning of content knowledge in physics. Zacharia and Constantinou (2008) virtual laboratories led to greater conceptual understandings than did either type singly. For example, Liu (2006) compared groups of female high school students utilizing computer simulations and/or hands-on laboratory activities in chemistry.…”

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confidence: 99%

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

2016

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In this paper, we investigate an approach to supporting students' learning in science through a combination of physical experimentation and virtual modeling. We present a study that utilizes a scientific inquiry framework, which we call ''bifocal modeling,'' to link student-designed experiments and computer models in real time. In this study, a group of high school students designed computer models of bacterial growth with reference to a simultaneous physical experiment they were conducting, and were able to validate the correctness of their model against the results of their experiment. Our findings suggest that as the students compared their virtual models with physical experiments, they encountered ''discrepant events'' that contradicted their existing conceptions and elicited a state of cognitive disequilibrium. This experience of conflict encouraged students to further examine their ideas and to seek more accurate explanations of the observed natural phenomena, improving the design of their computer models. IntroductionThe nature and role of school science laboratories have been subject to widespread controversy in the research community (NRC 1996), especially regarding the benefits of physical, virtual, and combined laboratories (Olympiou and Zacharia 2012;Triona and Klahr 2003;Zacharia 2007). The popularity of simulation environments such as PhET (Perkins et al. 2006) has led policy-makers and scholars to question the real value of physical laboratories-especially in the face of the associated costs and logistics. A wave of research studies within the past 10 years has explored: (a) What are the advantages of physical laboratories relative to virtual laboratories and manipulatives, (b) whether the latter can replace the former (Triona and Klahr 2003), and (c) in what ways virtual models can simulate complex phenomena and permit student experimentation in domains that might otherwise be costly, impractical, or dangerous (Finkelstein et al. 2005;Jaakkola and Nurmi 2008;Jaakkola et al. 2011;Klahr et al. 2007; Perkins et al. 2006;Resnick and Wilensky 1998).The literature comparing hands-on or physical models (PM) with virtual models (VM) for science learning has sought to establish rules for choosing one modality over the other or for ordering them as distinct phases in a sequential process (de Jong et al. 2013). Zacharia and Anderson (2003) found that combining physical and virtual models increased teachers' learning of content knowledge in physics. Zacharia and Constantinou (2008) virtual laboratories led to greater conceptual understandings than did either type singly. For example, Liu (2006) compared groups of female high school students utilizing computer simulations and/or hands-on laboratory activities in chemistry. Controlling for time-on-task, the combination of both PM and VM was more effective than either option alone. But interesting interactions between content learning and epistemology were observed for this composite approach: There was a correlation between students' understanding o...

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confidence: 99%

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

2016

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“…While the affordances and limitations of computer simulations and physical experiments have been described in science education research [1,2,3,4], a clear consensus on the relative effectiveness of physical and virtual manipulatives has not yet emerged in the literature. In some situations virtual manipulatives have been shown to offer better support than physical manipulatives [1,3], and in other contexts physical and virtual manipulatives have been shown to offer equal support for learning [2,4].…”

Section: Introductionmentioning

confidence: 99%

“…In some situations virtual manipulatives have been shown to offer better support than physical manipulatives [1,3], and in other contexts physical and virtual manipulatives have been shown to offer equal support for learning [2,4].…”

Section: Introductionmentioning

confidence: 99%

Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives

Rouinfar¹,

Madsen²,

Hoang³

et al. 2012

AIP Conference Proceedings

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Abstract.Research has shown that the concept of force in a pulley is learned equally well by students using physical and virtual manipulatives. We report on a study in which students enrolled in a conceptual physics laboratory spent two weeks investigating pulley systems using either physical or virtual manipulatives. Students were given written materials which guided them through a series of activities which scaffolded the construction of their conceptions of pulleys. Students were required to make predictions and then test these predictions by building and comparing different pulley systems. They were presented with a challenge to design the best pulley system to lift a piano at the end of each week. We compare how the students' conceptions of pulleys develop between the physical and virtual treatments as well as investigate the ways in which they use the manipulatives while completing the scaffolding activities.

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“…(Akpınar, 2014;Brown & Cox, 2009;Eadkhong, Rajsadorn, Jannual & Danworaphong, 2012;Gröber, Klein & Kuhn, 2014;Malgieri, Onorato, Mascheretti & Ambrosis, 2014;Phommarach, Wattanakasiwich & Johnston 2012;Rodrigues & Carvalho, 2013;Suhonen & Tiili, 2014;Tiili & Suhonen, 2013;Vozdecký, Bartos & Musilova, 2014;Wieman, Adams, Loeblein & Perkins, 2010;Zacharia and Constantinou, 2008) As Akpınar (2014) has proved by his study, the use of animation in education increased conceptual understanding by promoting the formation of dynamic mental models of phenomena. Williamson and Abraham (1995) reported in their study that computer animation had a more positive effect on students' conceptual understanding than traditional instruction.…”

Section: Introductionmentioning

confidence: 99%

“…And moreover, new misconceptions appeared. Zacharia and Constantinou (2008) used Physlets to investigate the effects of experimenting with physical or virtual manipulatives and found out that both modes of experimentation were equally effective in enhancing students' conceptual understanding. Chen et al (2013) explored the effects of predict-observe-explain (POE) method and simulation-based learning strategies on correcting misconceptions and improving learning performance.…”

Section: Introductionmentioning

confidence: 99%

Exploring of students' knowledge using the Concept Inventory Test at Technical University

Hockicko

2017

PROSOC

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The Force Concept Inventory (FCI) test has been widely used to investigate students' concept and understanding of introductory mechanics. It can be used to monitor the preconceptions, misconceptions and development of the students' conceptual understanding on mechanics. The purpose of this study is to evaluate the entering engineering students' prior knowledge in key concepts of mechanics in introductory physics using Concept Inventory Test at Technical University. Our findings have revealed absence of basic knowledge in the field of physics. Due to the fact that the testing revealed that students have problems with reading comprehension, graph interpretation, mathematical relationship, it is necessary for the future to pay attention not only to physics as a subject but also to skills related to maths and to overall engineering studiesto STEM education. Video analysis and simulations (VAS method) of problem tasks using interactive programme Tracker is one of the methods that considerably helps to form conceptual thinking and to develop manual skills and intellectual capabilities of students and finally at the same time eliminates misconceptions. Using videos and other multimedia aids affects in a positive manner the level of the students' knowledge and understanding of physical phenomena.

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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

Cited by 118 publications

References 21 publications

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives

Exploring of students' knowledge using the Concept Inventory Test at Technical University

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