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dc.contributor.authorFan, Xinxin
dc.contributor.authorGeelan, David
dc.contributor.authorGillies, Robyn
dc.date.accessioned2019-06-07T01:30:52Z
dc.date.available2019-06-07T01:30:52Z
dc.date.issued2018
dc.identifier.issn2227-7102
dc.identifier.doi10.3390/educsci8010029
dc.identifier.urihttp://hdl.handle.net/10072/371630
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherM D P I AG
dc.publisher.placeSwitzerland
dc.relation.ispartofchapter29
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto19
dc.relation.ispartofissue1
dc.relation.ispartofjournalEducation Sciences
dc.relation.ispartofvolume8
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchScience, technology and engineering curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390113
dc.subject.fieldofresearchcode3904
dc.titleEvaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorGeelan, David


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