Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits

Zacharia, Zacharias C.

doi:10.1111/j.1365-2729.2006.00215.x

Cited by 277 publications

(242 citation statements)

References 43 publications

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“…The nature and role of school science laboratories have been subject to widespread controversy in the research community (NRC 1996), especially regarding the benefits of physical, virtual, and combined laboratories (Olympiou and Zacharia 2012;Triona and Klahr 2003;Zacharia 2007). The popularity of simulation environments such as PhET (Perkins et al 2006) has led policy-makers and scholars to question the real value of physical laboratories-especially in the face of the associated costs and logistics.…”

Section: Introductionmentioning

confidence: 99%

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

2016

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In this paper, we investigate an approach to supporting students' learning in science through a combination of physical experimentation and virtual modeling. We present a study that utilizes a scientific inquiry framework, which we call ''bifocal modeling,'' to link student-designed experiments and computer models in real time. In this study, a group of high school students designed computer models of bacterial growth with reference to a simultaneous physical experiment they were conducting, and were able to validate the correctness of their model against the results of their experiment. Our findings suggest that as the students compared their virtual models with physical experiments, they encountered ''discrepant events'' that contradicted their existing conceptions and elicited a state of cognitive disequilibrium. This experience of conflict encouraged students to further examine their ideas and to seek more accurate explanations of the observed natural phenomena, improving the design of their computer models. IntroductionThe nature and role of school science laboratories have been subject to widespread controversy in the research community (NRC 1996), especially regarding the benefits of physical, virtual, and combined laboratories (Olympiou and Zacharia 2012;Triona and Klahr 2003;Zacharia 2007). The popularity of simulation environments such as PhET (Perkins et al. 2006) has led policy-makers and scholars to question the real value of physical laboratories-especially in the face of the associated costs and logistics. A wave of research studies within the past 10 years has explored: (a) What are the advantages of physical laboratories relative to virtual laboratories and manipulatives, (b) whether the latter can replace the former (Triona and Klahr 2003), and (c) in what ways virtual models can simulate complex phenomena and permit student experimentation in domains that might otherwise be costly, impractical, or dangerous (Finkelstein et al. 2005;Jaakkola and Nurmi 2008;Jaakkola et al. 2011;Klahr et al. 2007; Perkins et al. 2006;Resnick and Wilensky 1998).The literature comparing hands-on or physical models (PM) with virtual models (VM) for science learning has sought to establish rules for choosing one modality over the other or for ordering them as distinct phases in a sequential process (de Jong et al. 2013). Zacharia and Anderson (2003) found that combining physical and virtual models increased teachers' learning of content knowledge in physics. Zacharia and Constantinou (2008) virtual laboratories led to greater conceptual understandings than did either type singly. For example, Liu (2006) compared groups of female high school students utilizing computer simulations and/or hands-on laboratory activities in chemistry. Controlling for time-on-task, the combination of both PM and VM was more effective than either option alone. But interesting interactions between content learning and epistemology were observed for this composite approach: There was a correlation between students' understanding o...

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Section: Introductionmentioning

confidence: 99%

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

2016

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“…Alasan penolakan penggunaannya menurut Clark (dalam Zacharia, 2007) adalah praktikum maya akan menghilangkan pengalaman siswa yang melibatkan manipulasi konkrit atau hands on dari penggunaan material secara fisik, dimana hal ini merupakan hal yang paling penting dari suatu pembelajaran [9]. Oleh karena itu, Zacharia & Costantinou (2008) menyatakan bahwa secara khusus, penggunaan praktikum mayadianjurkan oleh sebagian para pendidik dilakukan jika hanya : (i) laboratorium nyatatidak tersedia, terlalu mahal atau terlalu susah didapatkan, (ii) praktikum yang dilakukan berbahaya, (iii) teknik praktikum terlalu rumit bagi siswa, atau (iv) memerlukan waktu yang sangat lama [10].…”

Section: Pendahuluanunclassified

Penggunaan Levels of Inquiry Dalam Meningkatkan Keterampilan Proses Sains Siswa

Hartini¹

2017

J. Ilmu. Prnd. Fisika

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Abstrak. Penelitian ini bertujuan untuk mendapatkan gambaran tentang peningkatan keterampilan proses sains siswa sebagai impact penerapan model pembelajaran levels of inquiry yang menggunakan kombinasi praktikum nyata-maya. Penelitian ini dilatarbelakangi oleh pentingnya keterampilan proses sains siswa di dalam pembelajaran fisika. Model pembelajaran levels of inquiry yang menggunakan kombinasi praktikum nyata-maya dapat digunakan sebagai solusi dalam upaya peningkatan keterampilan proses sains siswa. Penelitian pre-experimental dengan one-group pretest-posttest design dilakukan di kelas X di salah satu SMA Negeri Kabupaten Subang. Hasil penelitian menunjukkan bahwa adanya peningkatan keterampilan proses sains siswa dengan kategori tinggi (N-Gain 0.73). Kata Kunci: model pembelajaran levels of inquiry, keterampilan proses sains, praktikum nyata-maya I. PENDAHULUAN Ilmu Pengetahuan Alam (IPA) khususnya fisika berkaitan dengan cara mencari tahu tentang alam secara sistematis, sehingga fisika bukan hanya penguasaan kumpulan pengetahuan yang berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip saja tetapi juga merupakan suatu proses penemuan [1]. Oleh karena itu, pembelajaran fisika di sekolah harus menekankan pada pemberian pengalaman langsung kepada siswa untuk mengembangkan kompetensi agar dapat menjelajahi dan memahami alam sekitar secara ilmiah.Salah satu tujuan pembelajaran fisika yang tercantum dalam Badan Standar Nasional Pendidikan (2006) yaitu agar peserta didik mampu mengembangkan pengalaman melalui percobaan agar dapat merumuskan masalah, mengajukan dan menguji hipotesis, merancang dan merakit instrumen, mengumpulkan, mengolah dan menafsirkan data, serta mengkomunikasikan secara lisan dan tertulis [1]. Keterampilan-keterampilan yang tertera dalam tujuan pembelajaran fisika menurut BNSP tersebut merupakan sejumlah keterampilan yang terdapat pada keterampilan proses sains. Hal ini menunjukkan bahwa salah satu kemampuan yang harus dilatihkan dalam pembelajaran fisika adalah keterampilan proses sains (KPS). Sehingga, pembelajaran fisika di sekolah selain memfasilitasi pengembangan kemampuan kognitif siswa juga harus mengembangkan keterampilan proses sains siswa.Akan tetapi, pada kenyataannya proses di lapangan belum sesuai dengan harapan. Berdasarkan hasil pengamatan di beberapa sekolah keterampilan proses sains siswa masih rendah [2][3]. Hal ini didukung oleh hasil studi pendahuluan yang dilakukan di salah satu SMA negeri di kabupaten Subang yang menunjukkan fakta bahwa rata-rata keterampilan proses sains siswa juga masih masih dalam kategori rendah, dari skala 100 rata-rata hasilketerampilan proses sains siswa hanya mencapai angka 58,5. Hal tersebut dikarenakanproses pembelajaran masih bersifat teacher centered, berorientasi pada tes/ujian, guru hanya menyampaikan fisika sebagai produk, dan siswa masih menghafal informasi faktual. Selain itu, kegiatan praktikum juga jarang dilakukan karena keterbatasan alat dan waktu, sehingga kemampuan proses sains siswa tidak tergali secara optimal. Oleh karena itu, p...

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“…Ciência & Educação, v. 18, n. 1, p. 99-122, 2012 Introdução É praticamente consensual entre professores de Física que o uso de experimentos didáticos é um componente indispensável no ensino da disciplina, porém muitos deles não são capazes de especificar claramente o que se espera do uso de atividades experimentais (AE) e confessam que pouco as usam em suas aulas. Vários trabalhos (HODSON, 1994;GIL-PÉ-REZ et al, 1999;RONEN;ELIAHU, 2000;BORGES, 2002;ZACHARIA, 2007) alertam que muitas das atividades propostas pelos docentes em aulas experimentais não privilegiam a interatividade e apresentam um distanciamento entre teoria e prática. No presente trabalho apresentamos os resultados de uma abordagem didática que tem como objetivo propiciar um vínculo entre teoria e experimento a partir da integração entre AE e atividades computacionais (AC), com base na interação entre domínios teóricos e procedimentos experimentais.…”

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“…Também têm sido propostas e investigadas metodologias didáticas que buscam integrar esses dois tipos de atividades, visando à maximização dos fatores positivos e à minimização dos negativos de ambos. Zacharia (2007), por exemplo, apresenta alguns fatores positivos das AC, como a manipulação mais fácil e rápida de variáveis comparada com a experimentação real e a rapidez na exibição de dados dinâmicos, que podem tornar o ensino de laboratório mais eficaz, propiciando melhores condições para que os alunos atinjam uma aprendizagem conceitual do que se tivessem trabalhado somente com experimentos. Localizamos, na literatura , somente três estudos sobre a integração entre atividades experimentais e computacionais no ensino de Eletromagnetismo no período de 1994de a 2009ELIAHU, 2000;ZACHARIA, 2007;JAAKKOLA;NURMI, 2008).…”

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“…Zacharia (2007), por exemplo, apresenta alguns fatores positivos das AC, como a manipulação mais fácil e rápida de variáveis comparada com a experimentação real e a rapidez na exibição de dados dinâmicos, que podem tornar o ensino de laboratório mais eficaz, propiciando melhores condições para que os alunos atinjam uma aprendizagem conceitual do que se tivessem trabalhado somente com experimentos. Localizamos, na literatura , somente três estudos sobre a integração entre atividades experimentais e computacionais no ensino de Eletromagnetismo no período de 1994de a 2009ELIAHU, 2000;ZACHARIA, 2007;JAAKKOLA;NURMI, 2008). Dentre as investigações sobre essa integração em outras áreas da Física, destacamos os estudos de Zacharia e Anderson (2003) e de Hennessy, Deaney e Ruthuven (2006) na área de Mecânica, e os estudos de Zacharia e Constantinou (2008) e de Zacharia, Olympiou e Papaevripidou (2008) em Termodinâmica.…”

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Integração entre atividades computacionais e experimentais como recurso instrucional no ensino de eletromagnetismo em física geral

Dorneles

Araújo

Veit

2012

Ciênc. educ. (Bauru)

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Resumo:Investigam-se formas de integração entre atividades computacionais e experimentais de modo a torná-las complementares, auxiliando os alunos a atingirem uma aprendizagem significativa de conceitos de Física e compreenderem algumas ideias sobre modelos científicos. A proposta didática, fundamentada: na teoria de Ausubel sobre aprendizagem significativa, na visão epistemológica de Bunge sobre modelos teóricos, e na teoria sociointeracionista de Vygotsky, foi aplicada a uma turma de licenciatura em Física da UFRGS, abrangendo todo o conteúdo de Eletromagnetismo em nível de Física Geral. Os resultados mostram que a integração proposta pode proporcionar aos alunos uma visão epistemológica mais adequada sobre o papel dos modelos teóricos em Física e das atividades computacionais e experimentais nos processos de aprendizagem, promovendo a interatividade e seu engajamento no próprio aprendizado, e transformando a sala de aula em um ambiente propício para uma aprendizagem significativa.Palavras-chave: Atividades experimentais. Atividades computacionais. Eletromagnetismo. Ensino de físi-ca. Ensino Superior. Didática. Abstract:The purpose was to investigate ways to integrate computational and experimental activities to make them complementary, thus helping students to achieve meaningful learning of physics concepts and to understand some ideas about scientific models. We designed a didactical approach covering electromagnetism topics at the level of General Physics based on Ausubel's meaningful learning theory, Bunge's epistemological view about scientific models and science development and Vygotsky's socialinteraction theory. This didactical approach was applied to a class of undergraduate physics students. The results show that the integration of these two kinds of activities can provide the students a more appropriate epistemological perspective of the roles of theoretical models in Physics and experimental and computational activities in the learning processes. This encourages interactivity and engagement of the students with their own learning, transforming the classroom into an environment suitable for the meaningful learning of physical concepts of electromagnetism.

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Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits

Cited by 277 publications

References 43 publications

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology

Penggunaan Levels of Inquiry Dalam Meningkatkan Keterampilan Proses Sains Siswa

Integração entre atividades computacionais e experimentais como recurso instrucional no ensino de eletromagnetismo em física geral

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