@article {659,
	title = {TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-299},
	abstract = {Teaching and learning with simulations is widely used in today{\textquoteright}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.},
	keywords = {cognitive load theory, kinematics simulations, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.288},
	url = {http://oaji.net/articles/2017/987-1523527472.pdf},
	author = {D{\v z}evdeta Dervi{\'c} and D{\v z}ana Saliba{\v s}i{\'c} Glamo{\v c}i{\'c} and Azra Gazibegovi{\'c}-Busulad{\v z}i{\'c} and Vanes Me{\v s}i{\'c}}
}
