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

TitleTEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES
Publication TypeJournal Article
Year of Publication2018
AuthorsDervić, D, Glamočić, DS, Gazibegović-Busuladžić, A, Mešić, V
JournalJournal of Baltic Science Education
Volume17
Issue2
Start Page288-299
PaginationContinuous
Date PublishedApril/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordscognitive load theory, kinematics simulations, teaching materials, teaching strategies
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.

URLhttp://oaji.net/articles/2017/987-1523527472.pdf
Refereed DesignationRefereed
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