The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers' Explanations in Physics

Autor/in	Zacharia, Zacharias C.
Titel	The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers' Explanations in Physics
Quelle	In: International Journal of Science Education, 27 (2005) 14, S.1741-1767 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Comprehension; Textbooks; Science Teachers; Science Instruction; Teaching Methods; Physics; Computer Simulation; Teacher Effectiveness; Thinking Skills; Teaching Skills + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Textbook; Text book; Schulbuch; Lehrbuch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Computergrafik; Computersimulation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Denkfähigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study investigated how individuals' construction of explanations--a way of ascertaining how well an individual understands a concept--develops from an interactive simulation. Specifically, the purpose was to investigate the effect of interactive computer simulations or science textbook assignments on the nature and quality of postgraduate science teachers' explanations regarding physical phenomena in Mechanics, Waves/Optics, and Thermal Physics. The use of simulations or science textbook assignments was implemented according to the Predict-Observe-Explain model and integrated into a one-semester conceptual survey course in physics for practising science teachers who served as participants in the study. Data were collected through semi-structured interviews and were analysed using a qualitative content analysis approach. Results indicate that the use of computer simulations along with the application of the Predict-Observe-Explain model had a positive impact on the nature and quality of science teachers' explanations. They improved science teachers' ability to generate scientifically accurate explanations and fostered in-depth advancement in teachers' search for explanatory scientific information regarding the physical phenomena under investigation. In addition, teachers' explanations became more elaborate, reflecting cause-effect reasoning and formal reasoning. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10