Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities
Adrian Carmichael1, Jacquelyn J. Chini1, N. Sanjay Rebello1 and Sadhana Puntambekar2
1Kansas State University, 2University of Wisconsin, Madison
Abstract. Often computer simulation environments present students with an idealized version of the real world which can affect students’ conceptual understanding. In this study we investigate the effects of completing an experiment in mechanics using this ideal world as compared to an identical experiment in the real world. Students in three of five conceptual physics laboratory sections completed the physical experiment while the other two sections performed the virtual experiment. The experiments were part of a unit on simple machines from the CoMPASS curriculum which integrates hypertext-based concept maps in a design-based context. There was no statistically significant difference between the pre and post data of the students in the two groups. Students who performed the virtual experiment were able to answer questions dealing with work and potential energy more correctly, though neither group was able to offer sound reasoning to support their answers.*This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507
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