@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}} }