An Interaction between Children's Field Dependence-Independence and Order of Learning with Glass Box and Black Box Simulations
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| Title: | An Interaction between Children's Field Dependence-Independence and Order of Learning with Glass Box and Black Box Simulations |
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| Language: | English |
| Authors: | Angeli, Charoula M., Valanides, Nicolaos C., Polemitou, Eirini, Fraggoulidou, Elena |
| Source: | AERA Online Paper Repository. 2016. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teaching Methods, Cognitive Style, Correlation, Learning Processes, Comparative Analysis, Computer Simulation, Pretests Posttests, Tests, Elementary School Students |
| Assessment and Survey Identifiers: | Childrens Embedded Figures Test |
| Abstract: | The present study was undertaken in order to investigate issues related to the integration of instructional simulations in the education of young children aged from 5 to 6.5 years old. A counterbalanced measures design was adopted to investigate the extent to which there was an interaction effect between field dependence-independence (FD-I) and order of learning with a glass-box simulation and a black-box simulation. According to the results, there was a statistically significant interaction between FD-I and the order of using the glass-box and the black-box simulations. Specifically, the findings showed that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation enabling them to perform as good as field-independent children. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED595536 |
| Database: | ERIC |
| Abstract: | The present study was undertaken in order to investigate issues related to the integration of instructional simulations in the education of young children aged from 5 to 6.5 years old. A counterbalanced measures design was adopted to investigate the extent to which there was an interaction effect between field dependence-independence (FD-I) and order of learning with a glass-box simulation and a black-box simulation. According to the results, there was a statistically significant interaction between FD-I and the order of using the glass-box and the black-box simulations. Specifically, the findings showed that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation enabling them to perform as good as field-independent children. |
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