Future Elementaty Teachers Integrating Hypertext with Hands-on Experimentation in a Design-Based Context
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA
We discuss how future elementary teachers in a physics class progress through the CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum that facilitates learning by integrating hands-on and hypertext activities in a design-based context. We report on the criteria that participants use while making design predictions, their navigation strategies on the hypertext system, and what they learn about their design task after completing the hypertext and hands-on activities.
*This research is funded in part by the U.S. Department of Education, Institute of Education Sciences Award R305A080507.
Showing posts with label inclined planes. Show all posts
Showing posts with label inclined planes. Show all posts
Tuesday, September 8, 2009
Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Poster)
Can Simulations Replace Hands-on Experiments in Mechanics Too?*
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA
Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA
It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.
[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.
*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.
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