Interactive simulations as implicit support for guided-inquiry

Moore, Emily B.; Herzog, Timothy A.; Perkins, Katherine K.

doi:10.1039/c3rp20157k

Cited by 72 publications

(50 citation statements)

References 24 publications

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“…They also found that utilizing simulations enhanced the teaching of limits and helped students become immersed in the virtual physical world model and the inquiry processes. The study of Moore, Herzog, and Perkins [29] showed that PhET simulations were used to large classrooms because of its implicitly scaffolded quality. They found students engaged in discussions about experimental content when they were supported by the simulation implicitly.…”

Section: Dmentioning

confidence: 99%

A Novel Instructional Sequence for Interactive Simulations (ISIS): Developing Conceptual Understanding in Physics Education in China within a Context of Curricular Reform

Geelan

Fan

2014

2014 International Conference of Educational Innovation Through Technology

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China has implemented curricular reforms with a focus on inquiry learning in physics education. As has been the case in other countries around the world, teachers have generally supported the intentions of the curriculum in relation to inquiry pedagogy but, in the face of high stakes assessment and other issues, have struggled to implement it appropriately in classroom teaching. Interactive simulations -computer-based 'virtual experiments' in which students can enter values and both observe and record the resultshave considerable potential for supporting teachers' use of inquiry approaches to the development of concepts in physics. This paper outlines the Chinese context of the study along with a novel instructional sequence developed and tested by the authors for the purpose of scaffolding inquiry instruction using interactive simulations. The paper describes a pilot study of the classroom use of the ISIS instructional sequence, including measurement of students' development of physics concepts, their confidence in their own understanding and their development of the skills of scientific inquiry. The sequence was found to be effective for conceptual development.

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Section: Dmentioning

confidence: 99%

A Novel Instructional Sequence for Interactive Simulations (ISIS): Developing Conceptual Understanding in Physics Education in China within a Context of Curricular Reform

Geelan

Fan

2014

2014 International Conference of Educational Innovation Through Technology

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“…They noted that including simulations prior to a laboratory activity was an effective way to enhance problem solving ability. Furthermore, these types of simulation assisted students in guided inquiry exercises without the need for instructor facilitation (Moore et al 2013).…”

Section: Simulationsmentioning

confidence: 99%

Harnessing technology in chemistry education

Seery¹

2016

NEW DIR TEACH PHYS SCI

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Using technology when teaching or to support learning is becoming more common place. This perspective discusses the use of technology in our teaching by considering it from the viewpoint of what we need to support our curricula, investigating how technology can help. Nine approaches that have become popular in recent years are outlined with particular emphasis on curriculum delivery problems that they could address, and some recent literature examples of where they have been used. The integration of technology argued for is considered under the umbrella of cognitive load theory, and arising out of this, an approach of how we might progress the use of technology in our teaching is suggested.

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“…For example, findings in chemistry (Moore et al, 2013) showed that PhET simulations were chosen by teachers teaching in large classrooms because of their implicitly scaffolded quality.…”

Section: Phet Interactive Simulationmentioning

confidence: 99%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Interactive simulations as implicit support for guided-inquiry

Cited by 72 publications

References 24 publications

A Novel Instructional Sequence for Interactive Simulations (ISIS): Developing Conceptual Understanding in Physics Education in China within a Context of Curricular Reform

A Novel Instructional Sequence for Interactive Simulations (ISIS): Developing Conceptual Understanding in Physics Education in China within a Context of Curricular Reform

Harnessing technology in chemistry education

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

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