Transcript 整合合作學習策略 的網路高中數學 教學系統之建構

Fostering elementary school students’
understanding of simple electricity by combining
simulation and laboratory activities
Adviser: Ming-Puu Chen
Presenter: Li-Chun Wang
Jaakkola, T. & Nurmi, S. (2008). Fostering elementary school students’
understanding of simple electricity by combining simulation and laboratory
activities. Journal of Computer Assisted Learning, 24, 271-283.
Purpose:
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Abstract
Investigate if it would be more beneficial to combine simulation and
laboratory activities than to use them separately in teaching the concepts of
simple electricity.
Results:
•
The simulation–laboratory combination environment led to statistically
greater learning gains than the use of either simulation or laboratory activities
alone, and it also promoted students’ conceptual understanding most
efficiently.
•
The results highlight the benefits of using simulation along with hands-on
laboratory activities to promote students’ understanding of electricity.
Suggestions:
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In order to promote conceptual change, it is necessary to challenge further
students’ intuitive conceptions by demonstrating through testing that the laws
and principles that are discovered through a simulation also apply in reality2
Introduction
• Students build new ideas in the context of their existing
conceptual framework.
• Students acquire these intuitive conceptions from their everyday
experiences and language
• These intuitive conceptions are often
– poorly articulated, internally inconsistent and highly contextdependent, they offer tremendous explanatory power for the
students (Lee & Law 2001; Planinic et al. 2006).
– very resistant to change and easily interfere with students’ abilities to
learn correct scientific principles
• Therefore, learning of complex science issues often requires
– Acquisition of new knowledge
– Changes in students’ deeply entrenched intuitive conceptions
– This kind of learning is referred to as conceptual change
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Introduction
• One promising method of promoting conceptual change in science
learning is inquiry-based
– it involves a process of actively exploring some realistic phenomena
• Asking questions
• Generating testable hypotheses
• Making discoveries
• Rigorously testing
• Evaluating the plausibility of those discoveries in the search for new
understanding (de Jong 2006)
• Hennessy et al. (2006) have argued that the development of a theoretical
understanding of complex phenomena (such as electricity) through
practical manipulation can be problematic
– in many cases students can only see what is happening on the surface level
– while being unable to grasp the underlying processes and mechanisms that
are invisible in natural systems and important for theoretical understanding
(e.g. current flow).
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Introduction
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Simulations provide a safe and customizable learning
environments in which students can perform
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Experiments virtually by setting up different circuits,
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Changing circuit variables (such as resistance),
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Observing the outcomes of their actions (e.g. change in voltage).
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In contrast to a laboratory working, a simulation can also
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Reveal processes or abstract laws that are invisible in natural
systems
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Reduce the cognitive demands of physical laboratory experiments
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Promoting conceptual change (Tao & Gunstone 1999; Zacharia & Anderson 2003;
Blake & Scanlon 2007)
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Introduction
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A simulation may oversimplify complex systems (Crook, 1994).
•
Moreover, students do not always believe that the laws and
principles that a simulation demonstrates will also apply in the
real world (Couture 2004).
•
Simulations are not enough, and more authentic, stronger
experiences may be needed to overcome the emotional barriers
related to the processes of conceptual change (Merenluoto &
Lehtinen 2004; Sinatra & Mason in press).
•
As a solution, combining and linking simulation activities with
concrete hands-on activities may increase the creditability of the
simulations.
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Methods
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Learning environment
– Laboratory environment
– Simulation environment
– Combination environment
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Instructional support: Worksheet
– Requested and guided students to construct various circuits and
conduct various electrical measurements.
– Instructional questions
– Take notes regarding their observations and then write down their
answer on the worksheet.
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Results
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Results
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There was significant pre-test–post-test (basic) development
within each learning environment
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The students working in the combination environment
outperformed the students working in the laboratory
environment in all three posttest scores with clear margin.
•
They also outperformed the students in the simulation
environment in post-test advanced and total scores but not in the
post-test basic points.
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Discussion
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The simulation offered two distinctive features that appeared to
have critical impact on students’ conceptual development:
–
it provided students with an idealized model of a circuit, and
visualized circuit functioning;
–
the students possessing the most intuitive conception in the pre-test
were predominantly able to overcome these misconceptions during
the intervention in the simulation and combination environments,
•
The simulation provided students with a clear and informative
learning environment, it was also important for students to
obtain experience with real circuits
•
The combination of simulation and laboratory exercise can
bridge the gap between theory and reality.
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