Computer-Assisted Instruction for Introductory Genetics

Ferguson, N. H.; Chapman, Sue

doi:10.2134/jnrlse.1993.0145

Cited by 10 publications

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“…The body of research dealing with CAI in science classrooms and its impacts on students' science learning is abundant, yet with mixed results. Some research found that CAI was effective in improving students’ science achievement or their attitudes toward science (Chang, 2000[earth science]; Ferguson & Chapman, 1993[biology]; Hughes, 1974[physics]; Levine, 1994[general science]; Whiting, 1985[biology]; Yalcinalp et al, 1995[chemistry]). On the other hand, other researchers have found that traditional instruction was as good or better than CAI (Morrell, 1992[biology]; Olugbemiro, 1991[biology]; Summerlin & Gardner, 1973[chemistry]; Wainwright, 1989[chemistry]).…”

Section: Introductionmentioning

confidence: 99%

A problem‐solving based computer‐assisted tutorial for the earth sciences

Chang

2001

Computer Assisted Learning

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This study investigated the effects of a Problem‐Solving based Computer‐Assisted Tutorial (PSCAT) on earth science achievement and attitudes toward earth science of tenth graders (16‐year olds) in a senior high school in Taiwan. A total of 137 students who were enrolled in four earth science classes participated in this pre‐test/post‐test control‐group experiment. The experimental groups received the PSCAT; whereas the comparison groups received a Lecture‐Internet‐Discussion (LID) teaching approach. A multivariate analysis of covariance on the post‐test scores of the Earth Science Achievement Test and Attitudes Toward Earth Science Inventory, with students' pre‐test scores as the covariates, suggested that PSCAT produced (almost) significantly greater gains on students' earth science achievement than did the LID approach and that no statistically significant increase or decrease in student attitudes toward earth science was found for either group.

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Section: Introductionmentioning

confidence: 99%

A problem‐solving based computer‐assisted tutorial for the earth sciences

Chang

2001

Computer Assisted Learning

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“…Several studies have already been published on the use of computers as teaching tools (Cassel and Elrick, 1992;Hannaway et al, 1992;Cross, 1993;Kohut et al, 1993;Robinson and Schafer, 1993;Fermanian and Wehner, 1995;Scott and Smith, 1995). Ferguson and Chapman (1993) reported that computer applications helped the students to improve their grades. Michaels (1993) argued that new technologies encourage students to approach the problem in a fresh way, as they may have developed a pattern for their approach to a term paper, laboratory report, or class presentation.…”

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confidence: 99%

Soil Water Balance: A Computer Tool for Teaching Future Irrigation Managers

Jovanović

Annandale

2000

Journal of Natural Resources and Life Sciences Education

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Critical water shortage problems will face South Africa in the near future. It is extremely important to train future irrigation managers to apply new technologies to the solution of these problems. The Soil Water Balance (SWB) irrigation scheduling computer model was presented to 4th‐year agricultural students in the soil physics and irrigation courses at the University of Pretoria. The SWB model is a mechanistic, real time, user‐friendly model, that predicts crop growth and the soil water balance from available crop management, soil, and weather data. It includes a stand‐alone window in which the FAO (Food and Agricultural Organization) Penman‐Monteith grass reference evapotranspiration can be calculated (ETo calculator). The objectives were to assess the effectiveness of a computer application as a teaching tool, to determine whether a complex integrated model (SWB) is more suitable for educational purposes than a simpler model (ETo calculator), and to investigate the students' perception of the models. The exercise included a lecture where the theory was discussed, and the models were demonstrated making use of realistic examples. Optional homework exercises were then assigned and marked. The average score was 77.1% ± 8.0% for the SWB homework, and 80.8% ± 10.1% for the ETo calculator. The simpler ETo calculator appeared to be better understood than the more complex SWB. Several technical improvements were suggested by the students. Simple computer models are recommended for practical exercises at the end of each lecturing session. The demonstration of complex models integrating various lecturing sessions could then be made at the end of the course.

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The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

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This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment.

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Computer-Assisted Instruction for Introductory Genetics

Cited by 10 publications

References 0 publications

A problem‐solving based computer‐assisted tutorial for the earth sciences

A problem‐solving based computer‐assisted tutorial for the earth sciences

Soil Water Balance: A Computer Tool for Teaching Future Irrigation Managers

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

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