在中学阶段用交互式计算机模拟教学物理

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
N. Rehman, Wanlan Zhang, A. Mahmood, Faiz Alam
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引用次数: 6

摘要

早期的研究调查了学生对科学概念的理解,使用物理设备,如参观实验室和做实验,但由于新技术的进步,学生现在可以通过先进的手段,如iPad,智能本和模拟学习复杂的科学概念。在巴基斯坦,交互式计算机模拟程序很少用于早期教学。摘要本研究旨在评估互动电脑模拟程序PhET在高中学生体重与质量概念教学中的效果。采用准实验设计,研究交互式计算机模拟对学生物理概念的影响。研究还探讨了学生参与模拟以锻炼高阶思维能力。实验组采用交互式计算机模拟程序进行教学,对照组采用传统教学方法进行教学。每周有五节课,这个程序使用了一个月。实验组和对照组均设计了前后测试。独立样本t检验显示,实验结束后实验组与对照组的平均得分差异有统计学意义(p<0.001)。配对样本t检验显示,实验组前后检验均分差异有统计学意义(p<0.01)。效应量为0.97,通过Pearson相关系数r来确定差异的大小,并且确定了非常大的效应。除了定量数据外,我们还进行了教师访谈和焦点小组讨论,以了解教师和学生的意见。定性数据表明,学生对使用模拟表现出兴趣,教师和学生都欣赏模拟程序对复杂物理概念的教学。研究结果为利用信息通信技术促进学生物理学习提供了一个案例。信息通信技术旨在减少学生死记硬背的文化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching physics with interactive computer simulation at secondary level
Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Preand post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p<0.001). The paired sample t-test showed that there was a significant difference in the mean scores of preand post-test of the experimental group (p<0.01). The effect size, 0.97 was also found to determine the magnitude of the difference through Pearson’s correlation coefficient r, and a very large effect was identified. Apart from the quantitative data, interviews with teachers and focus group discussions were held to learn the teachers’ and students’ views. The qualitative data concluded that students showed an interest in using simulation, teachers and students appreciated the simulation program for teaching complex physics concepts. The results provided a case for using Information communication technology to improve students’ physics learning. Information communication technology is intended to reduce the culture of rote memorization among students.
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来源期刊
Cadernos Educacao Tecnologia e Sociedade
Cadernos Educacao Tecnologia e Sociedade EDUCATION & EDUCATIONAL RESEARCH-
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