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|Title:||The Effects of Physical and Virtual Manipulatives on Students' Conceptual Learning About Pulleys|
Chini, Jacquelyn J.
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gire, E., Carmichael, A., Chini, J. J., Rouinfar, A., Rebello, S., Smith, G., & Puntambekar, S. (2010). The Effects of Physical and Virtual Manipulatives on Students' Conceptual Learning About Pulleys. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 937-943). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||With computers becoming more ubiquitous in our daily lives and in our classrooms, questions of how students interact and learn with physical experiments and computer simulations are central in science education. We investigated how students' ideas about pulleys were influenced by the use of physical and virtual manipulatives. We found that there were advantages for each type of manipulative, and that virtual and physical manipulatives helped students develop correct understandings of different concepts. We also found that the order the manipulatives were used affected student learning, with students who used real pulleys before the simulation achieving higher scores on questions having to do with effort force, the distance the rope is pulled, and mechanical advantage.|
|Appears in Collections:||ICLS 2010|
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