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dc.contributor.authorFogarty, Ian
dc.contributor.authorGeelan, David
dc.date.accessioned2017-05-03T16:11:29Z
dc.date.available2017-05-03T16:11:29Z
dc.date.issued2013
dc.date.modified2014-01-07T04:58:05Z
dc.identifier.issn0731-9258
dc.identifier.urihttp://hdl.handle.net/10072/55311
dc.description.abstractStudents in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion - Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were experienced by different groups of students. Tests based on the Force Concept Inventory were used to measure their understanding of the key concepts. Student results were also analysed in terms of academic achievement level and sex and a retention test was conducted 12 weeks after instruction. Teaching sequence was found to significantly influence students' conceptual development. Introducing the topic with a laboratory or visualization activity is more effective for concept learning. Lecture first followed by laboratory and visualization activities (in either order) was the least effective approach. On the first sequence the highest achieving students achieved statistically greater learning gains. Students' sex did not yield statistically significant differences. For the second sequence, female students in the laboratory-first sequence achieved significantly better than any other group. While effects reported are small, this study provides an initial analysis of the importance of teaching sequence when adding scientific visualizations to the physics teaching repertoire.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAssociation for the Advancement of Computing in Education
dc.publisher.placeUnited States
dc.publisher.urihttp://www.editlib.org/p/39377/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom285
dc.relation.ispartofpageto301
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Computers in Mathematics and Science Teaching
dc.relation.ispartofvolume32
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130212
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleMultiple teaching approaches, teaching sequence and concept retention in high school physics education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorGeelan, David


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