A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-On Activity on Learning Electric Circuits
Adem Ekmekci 1 * , Ozcan Gulacar 2
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1 Rice University
2 University of California, Davis
* Corresponding Author

Abstract

Background:
Science education reform emphasizes innovative and constructivist views of science teaching and learning that promotes active learning environments, dynamic instructions, and authentic science experiments. Technology-based and hands-on instructional designs are among innovative science teaching and learning methods. Research shows that these two types of instructional methods designed with constructivist views of science are more beneficial for students in learning science concepts when compared to traditional science instruction.

Materials and methods:
However, the comparison of effectiveness of the two approaches as well as their affordances has not been clearly addressed. This paper presents a case study comparing the effectiveness of computer-based versus hands-on instructional activity on learning electric circuits.

Results:
The results show that both approaches significantly improved pre-service mathematics and science teachers’ learning of electric circuits. The two types of instructional activities did not significantly differ from each other in terms of learning gains. However, hands-on activity provided ample opportunities for group interaction as well as task-related discussions.

Conclusions:
This study shows that both computer-based and hands-on activities can be effective when utilized in the right classroom environment.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1438a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 4, pp. 765-775

Publication date: 13 Jul 2015

Article Views: 1568

Article Downloads: 582

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