Literaturnachweis - Detailanzeige
| Autor/in | Watson, Sandy White |
|---|---|
| Titel | Virtual Chemistry |
| Quelle | In: Science Teacher, 87 (2019) 2, S.25-30 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Chemistry; Science Instruction; Models; Computer Simulation; Scientific Concepts; Measures (Individuals); Physics; Audience Response Systems; Science Teachers; Colorado (Boulder) |
| Abstract | Educational researchers have long advocated for the integration of computer simulations (sims) in science courses, citing the positive effects these tools have on students' science conceptual comprehension (Develaki 2017; Hannafin, West, and Shepard 2009; Lamb et al. 2011). In fact, Liao (2007) investigated the learning differences between students taught with computer simulations and those taught with traditional instructional methods, and found that computer-simulated instruction had a greater positive impact on student learning than did traditional instruction. Conceptual computer simulations offer the following advantages: (1) Extend students' understandings of a concept by allowing them to modify variables and see immediate feedback (Hannel and Cuevas 2018); (2) Offer students practical experience in which they can apply their scientific knowledge outside of a laboratory setting (de Jong 2006); (3) Are interactive, allowing students to become immersed in an investigation resulting in greater learning gains (Kim 2006); and (4) Allow students to visualize and interact with invisible and/or abstract concepts such as molecular and atomic models, atomic bonding, etc. This article discusses a pH scale simulation created by PhET (Physics Educational Technology) Interactive Simulations at the University of Colorado Boulder (UCB) (Adams et al. 2008) as a means to extend students' pH/acid/base conceptual understandings. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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