<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dževdeta Dervić</style></author><author><style face="normal" font="default" size="100%">Džana Salibašić Glamočić</style></author><author><style face="normal" font="default" size="100%">Azra Gazibegović-Busuladžić</style></author><author><style face="normal" font="default" size="100%">Vanes Mešić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive load theory</style></keyword><keyword><style  face="normal" font="default" size="100%">kinematics simulations</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching materials</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1523527472.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">288-299</style></section></record></records></xml>