Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

Autor/inn/en	Rutten, Nico; van der Veen, Jan T.; van Joolingen, Wouter R.
Titel	Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics
Quelle	In: International Journal of Science Education, 37 (2015) 8, S.1225-1245 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1029033
Schlagwörter	Inquiry; Computer Simulation; Statistical Analysis; Teaching Methods; Prediction; Student Reaction; Student Participation; Teacher Attitudes; Student Attitudes; Science Instruction; Student Motivation; Correlation; Educational Objectives; Positive Attitudes; Physics; Foreign Countries; Secondary School Teachers; Secondary School Students; Questionnaires; Interviews; Observation; Netherlands + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Schülerkritik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Korrelation; Educational objective; Bildungsziel; Erziehungsziel; Physik; Ausland; Sekundarschüler; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Niederlande
Abstract	In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the "learning goals" and "attitudes" of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an "Inquiry-Cycle-Score" (ICS) based on the occurrence and order of the inquiry activities of "predicting, observing" and "explaining" during teaching, and a "Student-Response-Rate" (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students' attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers' attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01