Comparing the Impact of Dynamic and Static Media on Students' Learning of One-Dimensional Kinematics

Autor/inn/en	Mešic, Vanes; Dervic, Dževdeta; Gazibegovic-Busuladžic, Azra; Salibašic, Džana; Erceg, Nataša
Titel	Comparing the Impact of Dynamic and Static Media on Students' Learning of One-Dimensional Kinematics
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 5, S.1119-1140 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mechanics (Physics); Motion; Science Instruction; Comparative Analysis; Simulation; Visual Aids; Statistical Analysis; Printed Materials; Teaching Methods; Experimental Groups; Control Groups; Instructional Effectiveness; Student Attitudes; Foreign Countries; Secondary School Students; Secondary School Science; Educational Media; Pretests Posttests; Quasiexperimental Design; Bosnia and Herzegovina (Sarajevo) + Suchen Sie Ihr Suchwort? Mechanik; Bewegungsablauf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Simulation program; Simulationsprogramm; Anschauungsmaterial; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Ausland; Sekundarschüler; Bildungsmittel; Unterrichtsmedien
Abstract	In our study, we aimed to compare the impact of simulations, sequences of printed simulation frames and conventional static diagrams on the understanding of students with regard to the one-dimensional kinematics. Our student sample consisted of three classes of middle years students (N = 63; mostly 15 year-olds). These three classes served as comparison groups in our pre-post quasi-experiment, whereby each of them was assigned to one of the experimental treatments, i.e. media types. The results of the ANCOVA showed that students who learned from simulations or from printed sequences of simulation frames significantly outperformed their peers who had learned one-dimensional kinematics from conventional static diagrams. Thereby, we have found that learning from sequences of simulation frames seems to be particularly effective for girls. The use of simulations or printed simulation frames has also proved to be associated with more positive attitudes of students towards kinematics instruction. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01