Blending Physical and Virtual Manipulatives: An Effort to Improve Students' Conceptual Understanding through Science Laboratory Experimentation

Autor/inn/en	Olympiou, Georgios; Zacharia, Zacharias C.
Titel	Blending Physical and Virtual Manipulatives: An Effort to Improve Students' Conceptual Understanding through Science Laboratory Experimentation
Quelle	In: Science Education, 96 (2012) 1, S.21-47 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20463
Schlagwörter	Concept Formation; Science Experiments; Science Laboratories; Chemistry; Educational Technology; Computer Uses in Education; Manipulative Materials; Blended Learning; College Science; Undergraduate Students; Teaching Methods; Light; Color; Comparative Analysis + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Chemie; Unterrichtsmedien; Computernutzung; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Licht; Colour; Farbbezeichnung; Farbe
Abstract	This study aimed to investigate the effect of experimenting with physical manipulatives (PM), virtual manipulatives (VM), and a blended combination of PM and VM on undergraduate students' understanding of concepts in the domain of "Light and Color." A pre-post comparison study design was used for the purposes of this study that involved 70 participants assigned to three conditions. The first condition consisted of 23 students that used PM, the second condition consisted of 23 students that used VM, and the third condition consisted of 24 students that used the blended combination of PM and VM. In the case of the blended combination, the use of VM or PM was selected based on whether it provides an affordance that the other medium of experimentation (PM or VM) cannot provide. All conditions used the same inquiry-oriented curriculum materials and procedures. Conceptual tests were administered to assess students' understanding before, during, and after teaching. Results revealed that the use of a blended combination of PM and VM enhanced students' conceptual understanding in the domain of "Light and Color" more than the use of PM or VM alone. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10