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TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES

Journal: Journal of Baltic Science Education (Vol.17, No. 2)

Publication Date:

Authors : ; ;

Page : 288-299

Keywords : cognitive load theory; teaching materials; teaching strategies; kinematics simulations;

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Abstract

Teaching and learning with simulations is widely used in today's classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts.

Last modified: 2018-07-19 21:45:23