HapticV1, PascalFrancis, Corpus, bibRecord, 000071

Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

Identifieur interne : 000071 ( PascalFrancis/Corpus ); précédent : 000070; suivant : 000072

Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

Auteurs : A. W. Lazonder ; S. Ehrenhard

Source :

Journal of computer assisted learning : (Print) [ 0266-4909 ] ; 2014.

RBID : Pascal:14-0134516

Descripteurs français

Pascal (Inist)
- Science, Enseignement assisté ordinateur, Apprentissage, Physique, Chute, Simulation ordinateur, Homme, Enfant, Age scolaire, Changement conceptuel.

English descriptors

KwdEn :
- Child, Computer assisted teaching, Computer simulation, Fall, Human, Learning, Physics, School age, Sciences.

Abstract

This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry-based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children (n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post-instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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Format Inist (serveur)

NO :	PASCAL 14-0134516 INIST
ET :	Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall
AU :	LAZONDER (A. W.); EHRENHARD (S.)
AF :	Department of Instructional Technology, University of Twente/Enschede/Pays-Bas (1 aut., 2 aut.)
DT :	Publication en série; Niveau analytique
SO :	Journal of computer assisted learning : (Print); ISSN 0266-4909; Royaume-Uni; Da. 2014; Vol. 30; No. 2; Pp. 110-120; Bibl. 1 p.3/4
LA :	Anglais
EA :	This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry-based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children (n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post-instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning.
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FG :	Processus acquisition
ED :	Sciences; Computer assisted teaching; Learning; Physics; Fall; Computer simulation; Human; Child; School age
EG :	Acquisition process
SD :	Ciencia; Enseñanza asistida por computador; Aprendizaje; Física; Caida; Simulación computadora; Hombre; Niño; Edad escolar
LO :	INIST-20994.354000501154510020
ID :	14-0134516

Links to Exploration step

Pascal:14-0134516

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Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall

Source :

Descripteurs français

English descriptors

Abstract

Notice en format standard (ISO 2709)

Format Inist (serveur)

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

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