Conceptual Change through Vicarious Learning in an Authentic Physics Setting

Autor/inn/en	Muller, Derek A.; Sharma, Manjula D.; Eklund, John; Reimann, Peter
Titel	Conceptual Change through Vicarious Learning in an Authentic Physics Setting
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 35 (2007) 6, S.519-533 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-007-9017-6
Schlagwörter	Quantum Mechanics; Physics; Tutors; Multimedia Instruction; Misconceptions; Concept Formation; Instructional Design; Videotape Recordings; Teaching Methods; Statistical Significance; Dialogs (Language); Teacher Student Relationship; Interviews; Scientific Concepts + Suchen Sie Ihr Suchwort? Quantenmechanik; Physik; Förderlehrer; Lehrender; Tutor; Multimediales Lernen; Missverständnis; Concept learning; Begriffsbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik
Abstract	Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students' alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn "vicariously" by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p less than 0.01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10