Explicitly linking simulated with real experiments for conceptual understanding of floating/sinking phenomena.

Saved in:

Bibliographic Details
Title:	Explicitly linking simulated with real experiments for conceptual understanding of floating/sinking phenomena.
Authors:	Zoupidis, Anastasios¹ azoupidis@uowm.gr, Spyrtou, Anna¹ aspirtou@uowm.gr, Pnevmatikos, Dimitris¹ dpnevmat@uowm.gr, Kariotoglou, Petros¹ pkariotog@uowm.gr
Source:	Themes in e-Learning. 2018, Vol. 11 Issue 1, p35-52. 18p.
Subject Terms:	Science classrooms, Fifth grade (Education), Phenomenalism, Scaffolding, Floating (Fluid mechanics)
Abstract:	In the present paper, we have examined the impact of explicit linkage between simulated (i.e., virtual) and real (i.e., physical) experimental settings in order to scaffold conceptual understanding, in the case of floating and sinking (F/S) phenomena explanations. This research is part of a research-based curriculum project and has been implemented evolutionarily. The first implementation took place in a science classroom of 12 fifth graders while the refined second that emphasized explicitly linking students' explanations of real with simulated F/S phenomena took place in two science classrooms of 41 fifth graders in total. We report and discuss the results of five research tasks included in a questionnaire developed to record students' explanations concerning F/S phenomena. Findings showed that explicit instruction linking simulated and real activities of F/S phenomena was beneficial for students even as long as seven months after the intervention. [ABSTRACT FROM AUTHOR]
	Copyright of Themes in e-Learning is the property of Themes in Science & Technology Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	In the present paper, we have examined the impact of explicit linkage between simulated (i.e., virtual) and real (i.e., physical) experimental settings in order to scaffold conceptual understanding, in the case of floating and sinking (F/S) phenomena explanations. This research is part of a research-based curriculum project and has been implemented evolutionarily. The first implementation took place in a science classroom of 12 fifth graders while the refined second that emphasized explicitly linking students' explanations of real with simulated F/S phenomena took place in two science classrooms of 41 fifth graders in total. We report and discuss the results of five research tasks included in a questionnaire developed to record students' explanations concerning F/S phenomena. Findings showed that explicit instruction linking simulated and real activities of F/S phenomena was beneficial for students even as long as seven months after the intervention. [ABSTRACT FROM AUTHOR]
ISSN:	25853856