Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations
This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students’ development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2018-02-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/1/29 |
| _version_ | 1811308411382398976 |
|---|---|
| author | Xinxin Fan David Geelan Robyn Gillies |
| author_facet | Xinxin Fan David Geelan Robyn Gillies |
| author_sort | Xinxin Fan |
| collection | DOAJ |
| description | This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students’ development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers participated in professional learning and were supported in enacting one of two different instructional approaches the Interactive Simulations Instructional Approach (ISIA) (experimental group) or conventional instruction (control group). Each student group completed pre-tests and post-tests, and classroom observations were conducted to ensure that the implementation of the intervention was consistent. Our findings reveal that students in the ISIA group demonstrated significantly greater gains in conceptual understanding, inquiry process skills and confidence in learning than their peers in the conventional instruction group. Neither students’ sex nor their levels of academic achievement showed main effects on students’ achievement in any of the three outcome types (understanding, skill, confidence). This study demonstrates that the combination of interactive simulations and inquiry-based learning can enhance the development of students’ conceptual understanding, inquiry process skills and confidence in learning. |
| first_indexed | 2024-04-13T09:22:42Z |
| format | Article |
| id | doaj.art-e9b271e05669449e85e4cfdc26754d9d |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T09:22:42Z |
| publishDate | 2018-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e9b271e05669449e85e4cfdc26754d9d2022-12-22T02:52:33ZengMDPI AGEducation Sciences2227-71022018-02-01812910.3390/educsci8010029educsci8010029Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive SimulationsXinxin Fan0David Geelan1Robyn Gillies2China-Australia Mind Education Group, Brisbane 4000, AustraliaSchool of Education and Professional Studies, Griffith University, Southport 4222, AustraliaSchool of Education, The University of Queensland, St. Lucia 4072, AustraliaThis study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students’ development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers participated in professional learning and were supported in enacting one of two different instructional approaches the Interactive Simulations Instructional Approach (ISIA) (experimental group) or conventional instruction (control group). Each student group completed pre-tests and post-tests, and classroom observations were conducted to ensure that the implementation of the intervention was consistent. Our findings reveal that students in the ISIA group demonstrated significantly greater gains in conceptual understanding, inquiry process skills and confidence in learning than their peers in the conventional instruction group. Neither students’ sex nor their levels of academic achievement showed main effects on students’ achievement in any of the three outcome types (understanding, skill, confidence). This study demonstrates that the combination of interactive simulations and inquiry-based learning can enhance the development of students’ conceptual understanding, inquiry process skills and confidence in learning.http://www.mdpi.com/2227-7102/8/1/29physics educationinquiry-based learningconceptual changeinteractive simulations |
| spellingShingle | Xinxin Fan David Geelan Robyn Gillies Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations Education Sciences physics education inquiry-based learning conceptual change interactive simulations |
| title | Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations |
| title_full | Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations |
| title_fullStr | Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations |
| title_full_unstemmed | Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations |
| title_short | Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations |
| title_sort | evaluating a novel instructional sequence for conceptual change in physics using interactive simulations |
| topic | physics education inquiry-based learning conceptual change interactive simulations |
| url | http://www.mdpi.com/2227-7102/8/1/29 |
| work_keys_str_mv | AT xinxinfan evaluatinganovelinstructionalsequenceforconceptualchangeinphysicsusinginteractivesimulations AT davidgeelan evaluatinganovelinstructionalsequenceforconceptualchangeinphysicsusinginteractivesimulations AT robyngillies evaluatinganovelinstructionalsequenceforconceptualchangeinphysicsusinginteractivesimulations |