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Science Simulations: Do They Make a Difference in Student Achievement and Attitude in the Physics Laboratory?

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Bibliographic Details
Title: Science Simulations: Do They Make a Difference in Student Achievement and Attitude in the Physics Laboratory?
Language: English
Authors: Kelly, Janet, Bradley, Curtis, Gratch, Jonathan
Source: Online Submission. 2008.
Peer Reviewed: N
Physical Description: PDF
Page Count: 27
Publication Date: 2008
Document Type: Reports - Evaluative
Education Level: Higher Education
Descriptors: Majors (Students), Investigations, Science Achievement, Physics, College Science, Undergraduate Students, Science Laboratories, Science Instruction, Teaching Methods, Student Attitudes, Interviews, Science Experiments, Computer Simulation, Computer Uses in Education
Abstract: The purpose of this study was to compare and contrast laboratory simulations with traditional (equipment) explorations in physics to determine differences, if any, in student achievement and changes in attitude toward science. Based upon the investigations conducted in undergraduate physics classes with 96 students who were non-science majors, it appears that while simulations positively affected the learning outcome, significant learning differences when compared with traditional laboratory practice were not uniformly present. The Colorado Learning Attitudes About Science Survey (CLASS) results demonstrated that attitudes may be a poor indicator/predictor of academic success in the physics laboratory. In addition, student interviews did not reveal a specific preference for simulation or equipment-based laboratory investigations. Further study is necessary to determine in what ways simulations might best be utilized in the classroom to further promote and improve attitude and achievement among students in the physics classroom. (Contains 1 figure and 2 tables.)
Abstractor: As Provided
Number of References: 38
Entry Date: 2008
Accession Number: ED501653
Database: ERIC
Description
Abstract:The purpose of this study was to compare and contrast laboratory simulations with traditional (equipment) explorations in physics to determine differences, if any, in student achievement and changes in attitude toward science. Based upon the investigations conducted in undergraduate physics classes with 96 students who were non-science majors, it appears that while simulations positively affected the learning outcome, significant learning differences when compared with traditional laboratory practice were not uniformly present. The Colorado Learning Attitudes About Science Survey (CLASS) results demonstrated that attitudes may be a poor indicator/predictor of academic success in the physics laboratory. In addition, student interviews did not reveal a specific preference for simulation or equipment-based laboratory investigations. Further study is necessary to determine in what ways simulations might best be utilized in the classroom to further promote and improve attitude and achievement among students in the physics classroom. (Contains 1 figure and 2 tables.)