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Improving Students' Revision of Physics Concepts through ICT-Based Co-Construction and Prescriptive Tutoring

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Title: Improving Students' Revision of Physics Concepts through ICT-Based Co-Construction and Prescriptive Tutoring
Language: English
Authors: Soong, Benson, Mercer, Neil
Source: International Journal of Science Education. 2011 33(8):1055-1078.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Intervention, Student Attitudes, Physics, Foreign Countries, Statistical Analysis, Tutoring, Secondary School Students, Educational Technology, Computer Uses in Education, Secondary School Science, Pretests Posttests, Comparative Analysis, Focus Groups, Interviews, Surveys, Scientific Concepts
Geographic Terms: Singapore
DOI: 10.1080/09500693.2010.489586
ISSN: 0950-0693
Abstract: In this paper, we describe and discuss an information and communication technology (ICT)-based intervention designed to improve secondary school students' "revision" (in contrast to "learning") of physics concepts. We show that students' engagement in joint activities via our ICT-based intervention can provide them (and their teachers) with insights into their knowledge base and thought processes, thereby aiding a remedial process we call prescriptive tutoring. Utilising a design-based research methodology, our intervention is currently being implemented and evaluated in a public secondary school in Singapore. Statistical analysis of pre- and post-intervention test scores from the first iteration of our design experiment show that students in the experimental group significantly out-performed students in both the control and alternate intervention groups. In addition, qualitative data obtained from the students from a focus group session, individual interviews and responses to our survey questions reveal that they became more comfortable with the intervention only after they appreciated how the intervention was designed to help them. (Contains 10 tables and 5 figures.)
Abstractor: As Provided
Number of References: 41
Entry Date: 2011
Accession Number: EJ925661
Database: ERIC
FullText Text:
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  Data: Improving Students' Revision of Physics Concepts through ICT-Based Co-Construction and Prescriptive Tutoring
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2011 33(8):1055-1078.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 10.1080/09500693.2010.489586
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  Data: In this paper, we describe and discuss an information and communication technology (ICT)-based intervention designed to improve secondary school students' "revision" (in contrast to "learning") of physics concepts. We show that students' engagement in joint activities via our ICT-based intervention can provide them (and their teachers) with insights into their knowledge base and thought processes, thereby aiding a remedial process we call prescriptive tutoring. Utilising a design-based research methodology, our intervention is currently being implemented and evaluated in a public secondary school in Singapore. Statistical analysis of pre- and post-intervention test scores from the first iteration of our design experiment show that students in the experimental group significantly out-performed students in both the control and alternate intervention groups. In addition, qualitative data obtained from the students from a focus group session, individual interviews and responses to our survey questions reveal that they became more comfortable with the intervention only after they appreciated how the intervention was designed to help them. (Contains 10 tables and 5 figures.)
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