دورية أكاديمية
Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers
| العنوان: | Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers |
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| اللغة: | English |
| المؤلفون: | Kumar, David Devraj, Thomas, P. V., Morris, John D. |
| المصدر: | Journal of Science Education and Technology. Apr 2011 20(2):111-115. |
| 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: | 5 |
| تاريخ النشر: | 2011 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Computer Simulation, Concept Formation, Effect Size, Data Analysis, Teacher Educators, Teacher Attitudes, Scientific Concepts, Pretests Posttests, Statistical Analysis, Gender Differences, Learning |
| DOI: | 10.1007/s10956-010-9229-4 |
| تدمد: | 1059-0145 |
| مستخلص: | This study examined the impact of computer simulation and supported science learning on a teacher's understanding and conceptual knowledge of current electricity. Pre/Post tests were used to measure the teachers' concept attainment. Overall, there was a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains, with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21) gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported science learning can have a positive effect on concept attainment in teachers. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2011 |
| رقم الأكسشن: | EJ919416 |
| 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/s10956-010-9229-4 |