The Effect of Combining Real Experimentation With Virtual Experimentation on Students-Success
The purpose of this study was to investigate the effect
of combining Real Experimentation (RE) With Virtual
Experimentation (VE) on students- conceptual understanding of
photo electric effect. To achieve this, a pre–post comparison study
design was used that involved 46 undergraduate students. Two
groups were set up for this study. Participants in the control group
used RE to learn photo electric effect, whereas, participants in the
experimental group used RE in the first part of the curriculum and
VE in another part. Achievement test was given to the groups
before and after the application as pre-test and post test. The
independent samples t- test, one way Anova and Tukey HSD test
were used for testing the data obtained from the study.
According to the results of analyzes, the experimental group
was found more successful than the control group.
[1] J. D. Bransford, A.L. Brown & R.R. Cocking (eds.), "How People
Learn", Expanded Edition. Washington, DC: Natl. Acad. Press, 2002.
[2] R. Driver, J. Leach, P. Scott & V. Wood-Robinson, "Young people-s
understanding of science concepts: implications of cross-age studies for
curriculum planning", Studies in Science Education 24, 1994, pp.75-
100.
[3] R. Duschl & D. Gitomer, "Epistemological perspectives on conceptual
change: implications for educational practice", Journal of Research in
Science Teaching 28, 1991, pp. 839-858.
[4] W.M. Roth & K. Lucas, "From ÔÇÿTruth- to ÔÇÿInvented Reality-: a discourse
analysis of high school physics students- talk about scientific
knowledge", Journal of Research in Science Teaching 34, 1997, pp.145-
179.
[5] J. Piaget, "The Equilibration of Cognitive Structure", University of
Chicago press, Chicago, II, 1985.
[6] S. Carey & E. Spelke, "Domain-specific knowledge and conceptual
change. In Mapping the Mind. Domain Specificity in Cognition and
Culture" (eds L.A. Hirschfeld & S.A. Gelman), Cambridge University
Press, New York, 1994, pp. 169-200.
[7] M.T.H. Chi, J.D. Slotta & N. de Leeuw, "From things to processes a
theory of conceptual change for learning science concepts", Learning
and Instruction 4, 1994, pp. 27-43.
[8] S. Vosniadou, "Capturing and modeling the process of conceptual
change", Learning and Instruction 4, 1994, pp. 45-69.
[9] A. Hofstein & V. Lunetta, "The laboratory in science education:
foundations for the twenty-first century", Science Education 88,2004,
pp. 28-54.
[10] Z. Zacharia & O.R. Anderson, "The effects of an interactive computerbased
simulations prior to performing a laboratory inquiry-based
experiments on students- conceptual understanding of physics",
American Journal of Physics 71, 2003, pp. 618-629.
[11] R. Bybee, "Teaching science as inquiry. In Inquiring Into Inquiry
Learning and Teaching in Science", (eds J. Minstrel & E.H. Van Zee),
American Association for the Advancement of Science (AAAS),
Wasington, DC, 2000, pp. 20-46.
[12] R.F. Gunstone & A.B. Champagne, "Promoting conceptual change in
the laboratory. In The Student Laboratory and the Science Curriculum"
(ed. E. Hegarty-Hazel), Routledge, London, 1990, pp. 159-182.
[13] R.F. Gunstone, "Reconstructing theory from practical experience. In
Practical Science" (ed. B.E. Woolnough), Open University Press, Milton
Keynes. 1991, pp. 67-77.
[14] R.R. Hake, "Interactive-engagement versus traditional methods: a sixthousandstudent
survey of mechanics test data for introductory physics
courses", American Journal of Physics, 66, 1998, pp.64-74.
[15] E. Mazur, "Peer Instruction Upper Saddle", NJ: Prentice Hall, 1997.
[16] E.F. Redish, "Teaching Physics with the Physics Suite", New York, NY:
John Wiley and Sons, 2003.
[17] I. Harel & S. Papert, "Situating Constructionism in" Constructionism,
Norwood, New Jersey, Ablex Publishing, 1991.
[18] A.A. di Sessa, "Changing Minds: Computers, Learning, and Literacy",
Cambridge, MA: MIT Press, 2000.
[19] R.N. Steinberg, G.E. Oberem & L.C. McDermott, "Development of a
computer-based tutorial on the photoelectric effect", Am. J. Phys.
64,2000, p. 1370.
[20] R.N. Steinberg & G.E. Oberem, "Research-based instructional software
in modern physics", J. Comp. Math. Sci. Teach. 19, 2000, p.115.
[21] C. J. de Leone & G.E. Oberem,"In 2003 Physics Education Research
Conference Proceedings", edited by J. Marx, S. Franklin, and K.
Cummings (AIP Press, Melville, NY), 2004.
[22] R. Knight, "Five Easy Lessions: Strategies for Successful Physics
Teaching" (Addison Wesley, San Francisco, 2004.
[23] PhET, "Physics Education Technology Project"Website.Retrieved
February15,2009,Available:http://phet.colorado.edu/simulations/sims.ph
p?sim=Photoelectric_Effect.
[24] T. de Jong & M. Njoo, "Learning and instruction with computer
simulation: learning processes involved. In Computer-Based Learning
Environments and Problem Solving" (eds E. de Corte, M.C. Linn, H.
Mandl & L. Verschaffel), Springer-Verlag, Berlin, 1992, pp. 411-427.
[25] P. Tao & R. Gunstone, "The process of conceptual change in force and
motion during computer-supported physics instruction", Journal of
Research in Science Teaching 36, 1999, pp. 859-882.
[26] M. Ronen & M. Eliahu, "Simulation a bridge between theory and
reality: the case of electric circuits", Journal of Computer Assisted
Learning 16,2000, pp. 14-26.
[27] Y.S. Hsu & R.A. Thomas, "The impacts of a web-aided instructional
simulation on science learning. International Journal of Science
Education 24, 2002, pp. 955-979.
[28] J. Huppert & R. Lazarowitz, "Computer simulations in the high school:
students- cognitive stages, science process skills and academic achievement in microbiology". International Journal of Science
Education 24, 2002, pp. 803-821.
[29] Z. Zacharia, "Beliefs, attitudes, and intentions of science teachers
regarding the educational use of computer simulations and inquiry-based
experiments in physics". Journal of Research in Science Teaching 40,
2003, pp. 792-823.
[30] T. de Jong, "Computer simulations: technological advances in inquiry
learning", Science 312, 2006, pp. 532-533.
[1] J. D. Bransford, A.L. Brown & R.R. Cocking (eds.), "How People
Learn", Expanded Edition. Washington, DC: Natl. Acad. Press, 2002.
[2] R. Driver, J. Leach, P. Scott & V. Wood-Robinson, "Young people-s
understanding of science concepts: implications of cross-age studies for
curriculum planning", Studies in Science Education 24, 1994, pp.75-
100.
[3] R. Duschl & D. Gitomer, "Epistemological perspectives on conceptual
change: implications for educational practice", Journal of Research in
Science Teaching 28, 1991, pp. 839-858.
[4] W.M. Roth & K. Lucas, "From ÔÇÿTruth- to ÔÇÿInvented Reality-: a discourse
analysis of high school physics students- talk about scientific
knowledge", Journal of Research in Science Teaching 34, 1997, pp.145-
179.
[5] J. Piaget, "The Equilibration of Cognitive Structure", University of
Chicago press, Chicago, II, 1985.
[6] S. Carey & E. Spelke, "Domain-specific knowledge and conceptual
change. In Mapping the Mind. Domain Specificity in Cognition and
Culture" (eds L.A. Hirschfeld & S.A. Gelman), Cambridge University
Press, New York, 1994, pp. 169-200.
[7] M.T.H. Chi, J.D. Slotta & N. de Leeuw, "From things to processes a
theory of conceptual change for learning science concepts", Learning
and Instruction 4, 1994, pp. 27-43.
[8] S. Vosniadou, "Capturing and modeling the process of conceptual
change", Learning and Instruction 4, 1994, pp. 45-69.
[9] A. Hofstein & V. Lunetta, "The laboratory in science education:
foundations for the twenty-first century", Science Education 88,2004,
pp. 28-54.
[10] Z. Zacharia & O.R. Anderson, "The effects of an interactive computerbased
simulations prior to performing a laboratory inquiry-based
experiments on students- conceptual understanding of physics",
American Journal of Physics 71, 2003, pp. 618-629.
[11] R. Bybee, "Teaching science as inquiry. In Inquiring Into Inquiry
Learning and Teaching in Science", (eds J. Minstrel & E.H. Van Zee),
American Association for the Advancement of Science (AAAS),
Wasington, DC, 2000, pp. 20-46.
[12] R.F. Gunstone & A.B. Champagne, "Promoting conceptual change in
the laboratory. In The Student Laboratory and the Science Curriculum"
(ed. E. Hegarty-Hazel), Routledge, London, 1990, pp. 159-182.
[13] R.F. Gunstone, "Reconstructing theory from practical experience. In
Practical Science" (ed. B.E. Woolnough), Open University Press, Milton
Keynes. 1991, pp. 67-77.
[14] R.R. Hake, "Interactive-engagement versus traditional methods: a sixthousandstudent
survey of mechanics test data for introductory physics
courses", American Journal of Physics, 66, 1998, pp.64-74.
[15] E. Mazur, "Peer Instruction Upper Saddle", NJ: Prentice Hall, 1997.
[16] E.F. Redish, "Teaching Physics with the Physics Suite", New York, NY:
John Wiley and Sons, 2003.
[17] I. Harel & S. Papert, "Situating Constructionism in" Constructionism,
Norwood, New Jersey, Ablex Publishing, 1991.
[18] A.A. di Sessa, "Changing Minds: Computers, Learning, and Literacy",
Cambridge, MA: MIT Press, 2000.
[19] R.N. Steinberg, G.E. Oberem & L.C. McDermott, "Development of a
computer-based tutorial on the photoelectric effect", Am. J. Phys.
64,2000, p. 1370.
[20] R.N. Steinberg & G.E. Oberem, "Research-based instructional software
in modern physics", J. Comp. Math. Sci. Teach. 19, 2000, p.115.
[21] C. J. de Leone & G.E. Oberem,"In 2003 Physics Education Research
Conference Proceedings", edited by J. Marx, S. Franklin, and K.
Cummings (AIP Press, Melville, NY), 2004.
[22] R. Knight, "Five Easy Lessions: Strategies for Successful Physics
Teaching" (Addison Wesley, San Francisco, 2004.
[23] PhET, "Physics Education Technology Project"Website.Retrieved
February15,2009,Available:http://phet.colorado.edu/simulations/sims.ph
p?sim=Photoelectric_Effect.
[24] T. de Jong & M. Njoo, "Learning and instruction with computer
simulation: learning processes involved. In Computer-Based Learning
Environments and Problem Solving" (eds E. de Corte, M.C. Linn, H.
Mandl & L. Verschaffel), Springer-Verlag, Berlin, 1992, pp. 411-427.
[25] P. Tao & R. Gunstone, "The process of conceptual change in force and
motion during computer-supported physics instruction", Journal of
Research in Science Teaching 36, 1999, pp. 859-882.
[26] M. Ronen & M. Eliahu, "Simulation a bridge between theory and
reality: the case of electric circuits", Journal of Computer Assisted
Learning 16,2000, pp. 14-26.
[27] Y.S. Hsu & R.A. Thomas, "The impacts of a web-aided instructional
simulation on science learning. International Journal of Science
Education 24, 2002, pp. 955-979.
[28] J. Huppert & R. Lazarowitz, "Computer simulations in the high school:
students- cognitive stages, science process skills and academic achievement in microbiology". International Journal of Science
Education 24, 2002, pp. 803-821.
[29] Z. Zacharia, "Beliefs, attitudes, and intentions of science teachers
regarding the educational use of computer simulations and inquiry-based
experiments in physics". Journal of Research in Science Teaching 40,
2003, pp. 792-823.
[30] T. de Jong, "Computer simulations: technological advances in inquiry
learning", Science 312, 2006, pp. 532-533.
@article{"International Journal of Business, Human and Social Sciences:53231", author = "I. Oral and E. Bozkurt and H. Guzel", title = "The Effect of Combining Real Experimentation With Virtual Experimentation on Students-Success", abstract = "The purpose of this study was to investigate the effect
of combining Real Experimentation (RE) With Virtual
Experimentation (VE) on students- conceptual understanding of
photo electric effect. To achieve this, a pre–post comparison study
design was used that involved 46 undergraduate students. Two
groups were set up for this study. Participants in the control group
used RE to learn photo electric effect, whereas, participants in the
experimental group used RE in the first part of the curriculum and
VE in another part. Achievement test was given to the groups
before and after the application as pre-test and post test. The
independent samples t- test, one way Anova and Tukey HSD test
were used for testing the data obtained from the study.
According to the results of analyzes, the experimental group
was found more successful than the control group.", keywords = "Computer Based Teaching, Java, Physics Education,Virtual Laboratory.", volume = "3", number = "6", pages = "753-6", }
