Assessing the Impact of Computer Simulations on Physics and Chemistry Learning
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/35535 https://doi.org/10.1007/978-3-031-41226-4_4 |
Resumo: | Computer simulations offer a dynamic and flexible teaching strategy that can serve as a powerful tool for motivating students and educators to attain learning outcomes. This study aims to investigate the impact of a teaching strategy based on computer simulations on student learning, in comparison to the conventional one. This study include two classes of 10th grade students from a secondary school in Lisbon, Portugal, with the primary objective of teaching a new topic (photoelectric effect). In the experimental group was used a teaching strategy based on the utilization of computer simulations, whereas in the control group the traditional methodology was adopted. Student learning assessment was conducted by administering a post-lesson test to both groups. The present study found that the use of computer simulation-based methodologies is more engaging for students than traditional teaching methods In fact, the experimental group achieved higher percentages of correct answers (ranging from 96.4 % to 100 %) compared to the control group (ranging from 70.8 % to 83.3 %). |
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Assessing the Impact of Computer Simulations on Physics and Chemistry LearningComputer SimulationPhysics and Chemistry LearningSecondary EducationComputer simulations offer a dynamic and flexible teaching strategy that can serve as a powerful tool for motivating students and educators to attain learning outcomes. This study aims to investigate the impact of a teaching strategy based on computer simulations on student learning, in comparison to the conventional one. This study include two classes of 10th grade students from a secondary school in Lisbon, Portugal, with the primary objective of teaching a new topic (photoelectric effect). In the experimental group was used a teaching strategy based on the utilization of computer simulations, whereas in the control group the traditional methodology was adopted. Student learning assessment was conducted by administering a post-lesson test to both groups. The present study found that the use of computer simulation-based methodologies is more engaging for students than traditional teaching methods In fact, the experimental group achieved higher percentages of correct answers (ranging from 96.4 % to 100 %) compared to the control group (ranging from 70.8 % to 83.3 %).Springer2023-09-18T09:19:23Z2023-09-182023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/35535http://hdl.handle.net/10174/35535https://doi.org/10.1007/978-3-031-41226-4_4engFigueiredo, M., Rafael, C., Neves, J. & Vicente, H., Assessing the Impact of Computer Simulations on Physics and Chemistry Learning. Lecture Notes in Networks and Systems, 764: 34–44, 2023.2367-3370 (paper)2367-3389 (electronic)https://link.springer.com/chapter/10.1007/978-3-031-41226-4_4LAQVmtf@uevora.ptcatarina.rafael@gmail.comjneves@di.uminho.pthvicente@uevora.ptFigueiredo, MargaridaRafael, CatarinaNeves, JoséVicente, Henriqueinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:39:17Zoai:dspace.uevora.pt:10174/35535Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:23:56.394780Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
title |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
spellingShingle |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning Figueiredo, Margarida Computer Simulation Physics and Chemistry Learning Secondary Education |
title_short |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
title_full |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
title_fullStr |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
title_full_unstemmed |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
title_sort |
Assessing the Impact of Computer Simulations on Physics and Chemistry Learning |
author |
Figueiredo, Margarida |
author_facet |
Figueiredo, Margarida Rafael, Catarina Neves, José Vicente, Henrique |
author_role |
author |
author2 |
Rafael, Catarina Neves, José Vicente, Henrique |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Figueiredo, Margarida Rafael, Catarina Neves, José Vicente, Henrique |
dc.subject.por.fl_str_mv |
Computer Simulation Physics and Chemistry Learning Secondary Education |
topic |
Computer Simulation Physics and Chemistry Learning Secondary Education |
description |
Computer simulations offer a dynamic and flexible teaching strategy that can serve as a powerful tool for motivating students and educators to attain learning outcomes. This study aims to investigate the impact of a teaching strategy based on computer simulations on student learning, in comparison to the conventional one. This study include two classes of 10th grade students from a secondary school in Lisbon, Portugal, with the primary objective of teaching a new topic (photoelectric effect). In the experimental group was used a teaching strategy based on the utilization of computer simulations, whereas in the control group the traditional methodology was adopted. Student learning assessment was conducted by administering a post-lesson test to both groups. The present study found that the use of computer simulation-based methodologies is more engaging for students than traditional teaching methods In fact, the experimental group achieved higher percentages of correct answers (ranging from 96.4 % to 100 %) compared to the control group (ranging from 70.8 % to 83.3 %). |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-09-18T09:19:23Z 2023-09-18 2023-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/35535 http://hdl.handle.net/10174/35535 https://doi.org/10.1007/978-3-031-41226-4_4 |
url |
http://hdl.handle.net/10174/35535 https://doi.org/10.1007/978-3-031-41226-4_4 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Figueiredo, M., Rafael, C., Neves, J. & Vicente, H., Assessing the Impact of Computer Simulations on Physics and Chemistry Learning. Lecture Notes in Networks and Systems, 764: 34–44, 2023. 2367-3370 (paper) 2367-3389 (electronic) https://link.springer.com/chapter/10.1007/978-3-031-41226-4_4 LAQV mtf@uevora.pt catarina.rafael@gmail.com jneves@di.uminho.pt hvicente@uevora.pt |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Springer |
publisher.none.fl_str_mv |
Springer |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136721443487744 |