Using instructive simulations to teach young students simple science concepts: Evidence from electricity content

被引：6

作者：

Maricic, Mirjana ^{[1
,2
,4
]}

Cvjeticanin, Stanko ^{[1
,2
]}

Andic, Branko ^{[3
]}

Maric, Mia ^{[1
,2
]}

Petojevic, Aleksandar ^{[1
,2
]}

机构：

[1] Univ Novi Sad, Fac Educ Sombor, Dept Sci & Management Educ, Novi Sad, Serbia

[2] Univ Novi sad, Dept Social Sci & Math & Methodol Teaching Math, Novi Sad, Serbia

[3] Johannes Kepler Univ Linz, Sch Educ, Dept STEM Educ, Linz, Austria

[4] Univ Novi Sad, Fac Educ Sombor, Dept Sci & Management Educ, Podgoricka 4, Sombor 25000, Serbia

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2024年 / 56卷 / 06期

关键词：

Conceptual understanding; instructions; primary school; science education; simulations; PHYSICAL MANIPULATIVES; RELATIVE EFFECTIVENESS; CHILDRENS ACQUISITION; VIRTUAL MANIPULATIVES; EXPERIMENTATION; EDUCATION; CIRCUITS; EXPLICIT; GUIDANCE; OBJECTS;

D O I：

10.1080/15391523.2023.2196460

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This research aimed to determine the effectiveness of applying instructive simulation experiments (SE) to the development of deeper conceptual understanding, retention of static electricity contents, and engagement of 4th-grade students. The correlation between student achievements and engagement was examined. 76 4th graders (10-11 years) were assigned to one of the groups: direct - DI + SE (DSE) and indirect instruction - II + SE (ISE) group. The results indicate that the ISE group showed significantly better achievements on the highest cognitive level compared to the DSE group. The application of SE had a significantly greater impact on the perceived behavioral, cognitive, and agentic engagement of the ISE group compared to the DSE group. A positive correlation was observed between student engagement and achievements.

引用

页码：691 / 710

页数：20

共 3 条

[1] Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis
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COMPUTERS & EDUCATION, 2019, 135 : 138 - 159
[2] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability
Knight, Victoria F.
Spooner, Fred
Browder, Diane M.
Smith, Bethany R.
Wood, Charles L.
FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES, 2013, 28 (02) : 115 - 126
[3] Analysing students' content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain
Fernandez-Sanjurjo, Javier
Fernandez-Costales, Alberto
Arias Blanco, Jose Miguel
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 2019, 22 (06) : 661 - 674

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