Learning Science with an Interactive Simulator: Negotiating the Practice-Theory Barrier

Autor/in	Kluge, Anders
Titel	Learning Science with an Interactive Simulator: Negotiating the Practice-Theory Barrier
Quelle	In: International Journal of Science Education, 41 (2019) 8, S.1071-1095 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kluge, Anders)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1590881
Schlagwörter	Science Instruction; Secondary School Students; Computer Simulation; Learning Processes; Prior Learning; Theory Practice Relationship; Concept Formation; Inquiry; Equipment; Animation; Electronic Learning; Visualization; Learner Controlled Instruction; Foreign Countries; Group Activities; Science Experiments; Student Projects; Thermodynamics; Laptop Computers; Norway (Oslo) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Computergrafik; Computersimulation; Learning process; Lernprozess; Vorkenntnisse; Theorie-Praxis-Beziehung; Concept learning; Begriffsbildung; Visualisation; Visualisierung; Ausland; Gruppenaktivität; Schulprojekt; Thermodynamik; Laptop computer; Laptop; Computer; Digitalrechner
Abstract	This article investigates how interactive representations can be used to enhance conceptual learning. It is a naturalistic study of 14 students in four groups aged 16--17 years working with an interactive simulator. The article is based on qualitative data to enable analyses of the students' processes of conceptual learning as interactive sense-making, as discussions, verbalisation and use. The activities of the learners are studied in detail from a socio-constructive perspective with regard to how they relate previous knowledge and experiences to theory, investigating the progress of conceptual learning inspired by the notion of a coordination class (diSessa, A. A., & Sherin, B. L. [1998]. What changes in conceptual change? "International Journal of Science Education," 20(10), 1155-1191. doi:10.1080/0950069980201002). This process brings design issues related to conceptual learning to the fore. The study points towards a revised inquiry approach in which a digital representation can be used to negotiate a meeting point between theory, previous experience and knowledge, and be instrumental in conceptual sense-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01