The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students’ Science Achievement and Conceptual Understanding of Evaporation and Condensation

Wang, Tzu Ling; Tseng, Yi Kuan

doi:10.1007/s10763-016-9774-2

Cited by 63 publications

(44 citation statements)

References 32 publications

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“…As a result, some scholars claim that the use of ICT and especially of virtual representations instead of physical manipulation, deprive students of hands-on experiences leading to negative effects on learning (Scheckler, 2003 ; Clark, 1994 ). Instead, they highlight the importance of learning through RL activities (Falck et al, 2018 ; Wang & Tseng, 2018 ; Zacharia et al, 2008 ; Zendler & Greiner, 2020 ). Therefore, the use of VLs is regarded by a large portion of science educators as a surrogate for RLs (Zacharia, 2007 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

2021

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A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre-to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

2021

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“…de Jong, Linn, and Zacharia [24] reviewed a selection of the literature to compare the value of physical and virtual investigations and they offered recommendations for combining both approaches to strengthen science learning. Wang and Tseng [25] compared the effectiveness of physical, virtual, and virtual-physical manipulatives on third-grade students' science achievement and conceptual understanding of evaporation and condensation. Their results revealed that using virtual preceding physical manipulatives and virtual manipulatives alone can enhance students' knowledge about evaporation and condensation better than using physical laboratory activities alone.…”

Section: Sma Properties and Applicationsmentioning

confidence: 99%

Application of Virtual Reality for Learning the Material Properties of Shape Memory Alloys

et al. 2019

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A shape memory alloy (SMA) is an alloy which can eliminate deformation at lower temperatures and restore its original shape upon heating. SMAs have been receiving considerable attention in the research field of materials science, and their applications include robotics, automotive, aerospace, and biomedical industries. Observing the SMA’s shaping and restoration processes is important for understanding its working principles and applications. However, the transformation of its crystal structure with temperature can only be seen using special equipment, such as a transmission electron microscope (TEM), which is an expensive apparatus and the operation requires professional skills. In this study, a teaching module is designed using virtual reality (VR) technology and research results of an SMA to show its shape memory properties, shaping and restoration processes, as well as the real-life applications in an immersive and interactive way. A teaching experiment has been conducted to analyze students’ learning effectiveness using the teaching module (the experimental group) compared with that of using real SMA materials as the teaching aids (the control group). Two classes of students in the Department of Materials Science (one as the experimental group and the other as the control group) were selected as the samples by convenience sampling from a university in North Taiwan. The experimental group contained 52 students and the control group contained 70 students. A nonequivalent pretest-posttest design was adopted to explore whether the two groups had a significant difference in learning effectiveness. The experimental results reveal that the teaching module can improve the learning effectiveness significantly (p = 0.001), and the questionnaire results also show that a majority of the students had positive attitudes about the teaching module. They believed that it could increase their learning motivation and help them understand the properties and applications of the SMA.

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“…The convergence of physical and virtual worlds can link the "gap between theory and reality". (Wang and Tseng, 2018) explored which activities (physical, virtual or combined environmental) could better enhanced students' knowledge about evaporation and condensation. Activities in a combined environment were more efficient in helping students' conceptual understanding than either virtual or physical information alone, respectively.…”

Section: To What Point Can a Message Persuade Someone?mentioning

confidence: 99%

Gender By Numbers: Is Your Education Course Dominated By Your Opposite Gender?

Tranquada¹,

Correia

Caraban³

2018

Electronic Workshops in Computing

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In this paper we present Gender by Numbers, a physical and virtual prototype that exhibits the gender imbalances in the pursuit of future careers. Our system collects and measures relationships between courses and gender retrieved from university statistical data. Our goal is to explore how high school students can be nudged towards gender consciousness and be aware of the gender imbalance of a course before applying to the university.

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The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students’ Science Achievement and Conceptual Understanding of Evaporation and Condensation

Cited by 63 publications

References 32 publications

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

Application of Virtual Reality for Learning the Material Properties of Shape Memory Alloys

Gender By Numbers: Is Your Education Course Dominated By Your Opposite Gender?

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