Effectiveness of Blended Physics Laboratory Experimentation on Preservice Physics Teachers' Understanding of the Nature of Science

Autor/inn/en	Mihret, Zemenu; Alemu, Mekbib; Assefa, Shimeles
Titel	Effectiveness of Blended Physics Laboratory Experimentation on Preservice Physics Teachers' Understanding of the Nature of Science
Quelle	In: Pedagogical Research, 8 (2023) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mihret, Zemenu) ORCID (Alemu, Mekbib) ORCID (Assefa, Shimeles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1989
Schlagwörter	Science Instruction; Physics; Science Laboratories; Laboratory Experiments; Science Experiments; Preservice Teachers; Science Teachers; Scientific Principles; Blended Learning; Educational Technology; In Person Learning; Program Effectiveness; Manipulative Materials; Foreign Countries; Computer Simulation; Ethiopia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Laboratory work; Laborarbeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Hilfsmittel; Ausland; Computergrafik; Computersimulation; Äthiopien
Abstract	The objective of this study was to examine the effectiveness of blended physics laboratory experimentation on pre-service physics teachers' (PSPTs') understanding of the nature of science (NOS) during an electricity and magnetism laboratory course. The study used a non-equivalent comparison group using a pre-test-post-test quasi-experimental design that contrasted blended, virtual, and real mode of physics experimentations. A total of 63 PSPTs, 16 in blended experimental group, 26 in virtual experimental group, and 21 in real experimental group, participated in the study. Except for the type of manipulatives, the experiments in all the three cases were the same. Quantitative Likert-type questions were administered before and after the intervention and open-ended questions were administered after the intervention. The quantitative data were analyzed using one-way ANOVA and ANCOVA, while the qualitative data were categorized under naïve, mixed, and informed views. The results revealed that experimenting with blended, virtual, and real manipulatives were found to be ineffective in enhancing understanding of NOS on the PSPTs'. Apart from the type of experiment used, it was suggested that adequate consideration be paid to NOS issues in the laboratory courses in order to obtain well-educated and trained physics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01