Role of the Microcomputer-Based Laboratory Display in Supporting the Construction of New Understandings in Thermal Physics

Autor/inn/en	Russell, David W.; Lucas, Keith B.; McRobbie, Campbell J.
Titel	Role of the Microcomputer-Based Laboratory Display in Supporting the Construction of New Understandings in Thermal Physics
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 2, S.165-185 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10129
Schlagwörter	Constructivism (Learning); Physics; Science Instruction; Teaching Methods; Computer Assisted Instruction; Computers; Interviews; Discourse Analysis; Thermodynamics; Guidelines + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Digitalrechner; Interviewing; Interviewtechnik; Diskursanalyse; Thermodynamik; Richtlinien
Abstract	Teachers' failure to use the microcomputer-based laboratory (MBL) more widely may be a result of not recognizing its capacity to transform laboratory activities. This research aimed to increase understanding of how MBL activities designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 15 students. Dyads addressed 10 tasks in thermal physics using a predict-observe-explain format. Data sources included video and audio recordings of students and teacher during four 70-minute sessions, students' computer data and written notes, semistructured student interviews, and the teacher's journal. Analysis of students' discourse identified many instances in which students' initial understandings of thermal physics were mediated in multiple ways by the screen display. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities that will likely catalyze student construction of understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10