دورية أكاديمية
Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students
| العنوان: | Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students |
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| اللغة: | English |
| المؤلفون: | Kumar, David Devraj, Sherwood, Robert D. |
| المصدر: | Journal of Science Education and Technology. Jun 2007 16(3):239-246. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 8 |
| تاريخ النشر: | 2007 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Education Courses, Water Quality, Earth Science, Ecology, Science Education, Elementary Education, Middle Schools, Graphs, Reading Skills, Multimedia Instruction, Simulation, Scientific Concepts, Comprehension, Inferences, Cognitive Processes |
| DOI: | 10.1007/s10956-007-9049-3 |
| تدمد: | 1059-0145 |
| مستخلص: | A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant (p less than 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen, classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than the latter one. A paired t-test of pre- and delayed post-tests showed significant (p less than 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson plans. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| رقم الأكسشن: | EJ784996 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1059-0145 |
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| DOI: | 10.1007/s10956-007-9049-3 |