Abstract/Details

Comparing the scaffolding provided by physical and virtual manipulatives for students' understanding of simple machines


2010 2010

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Abstract (summary)

Conventional wisdom has long advised that students‘ learning is best supported by interaction with physical manipulatives. Thus, in the physics laboratory, students typically spend their time conducting experiments with physical equipment. However, computer simulations offer a tempting alternative to traditional physical experiments. In a virtual experiment, using a computer simulation, students can gather data quickly, and measurement errors and frictional effects can be explicitly controlled. This research investigates the relative support for students‘ learning offered by physical and virtual experimentation in the context of simple machines.

Specifically, I have investigated students‘ learning as supported by experimentation with physical and virtual manipulatives from three different angles—what do students learn, how do students learn, and what do students think about their learning.

The results indicate that the virtual manipulative better supported students‘ understanding of work and potential energy than the physical manipulative did. Specifically, in responding to data analysis questions, students who used the virtual manipulative before the physical manipulative were more likely to describe work as constant across different lengths of frictionless inclined planes (or pulley systems) and were more likely to adequately compare work and potential energy, whereas students who used the physical manipulative first were more likely to talk about work and potential energy separately. On the other hand, no strong support was found to indicate that the physical manipulative better supported students‘ understanding of a specific concept.

In addition, students‘ responses to the survey questions indicate that students tend to value data from a computer simulation more than from a physical experiment. The interview analysis indicates that the virtual environment better supported the students to create new ideas than the physical environment did.

These results suggest that the traditional wisdom that students learn best from physical experiments is not necessarily true. Thus, researchers should continue to investigate how to best interweave students‘ experiences with physical and virtual manipulatives. In addition, it may be useful for curriculum designers and instructors to spend more of their efforts designing learning experiences that make use of virtual manipulatives.

Indexing (details)


Subject
Physics;
Science education
Classification
0605: Physics
0714: Science education
Identifier / keyword
Education; Pure sciences; Physics education research; Simple machines; Simulation; Student understanding; Traditional laboratory
Title
Comparing the scaffolding provided by physical and virtual manipulatives for students' understanding of simple machines
Author
Chini, Jacquelyn J.
Number of pages
534
Publication year
2010
Degree date
2010
School code
0100
Source
DAI-B 72/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124427539
Advisor
Rebello, N. Sanjay
Committee member
Corwin, Kristan; Ross, Tweed; Scharmann, Larry; Spears, Jacqueline
University/institution
Kansas State University
Department
Department of Physics
University location
United States -- Kansas
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3434987
ProQuest document ID
847661949
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/847661949
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