Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/80114 |
Resumo: | Digital simulators have an interesting potential to explain the relationships between two or more variables in a system, facilitating the activation of learning processes and favoring the occurrence of meaningful learning with positive impact on academic performance. To study the impact of the use of digital simulation on learning and academic performance of 9th graders in Spatial Geometry a quasi-experimental study was carried out, with a control group and pretest/post-test design. The analysis of covariance of the post test results controlled by the pre-test results revealed a significant improvement in the general academic performance of the experimental group, with a significant improvement of skills related to measurement and associations between nets and solids. Students’ positive opinions suggest the experience promoted the occurrence of meaningful learning. Implications for practice point to the pedagogical adoption of such digital resources and special attention to the educational context. |
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Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classesmeaningful learningacademic successdigital simulationSpatial GeometryCiências Sociais::Ciências da EducaçãoDigital simulators have an interesting potential to explain the relationships between two or more variables in a system, facilitating the activation of learning processes and favoring the occurrence of meaningful learning with positive impact on academic performance. To study the impact of the use of digital simulation on learning and academic performance of 9th graders in Spatial Geometry a quasi-experimental study was carried out, with a control group and pretest/post-test design. The analysis of covariance of the post test results controlled by the pre-test results revealed a significant improvement in the general academic performance of the experimental group, with a significant improvement of skills related to measurement and associations between nets and solids. Students’ positive opinions suggest the experience promoted the occurrence of meaningful learning. Implications for practice point to the pedagogical adoption of such digital resources and special attention to the educational context.Society of International Chinese in Educational TechnologyUniversidade do MinhoBrito, LucianaAlmeida, Leandro S.Osório, António José20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/80114engBrito, L. P., Almeida, L. S. & Osório, A. J. (2021). Seeing in believing: impact of digital simulation pedagogical use in spatial geometry classes. International Journal of Technology in Teaching and Learning, 17(2), 109-123.1551-257610.37120/ijttl.2021.17.2.04https://sicet.org/main/wp-content/uploads/2022/03/4_Luciana_Brito.pdfinfo: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:RCAAP2023-12-23T01:28:20Zoai:repositorium.sdum.uminho.pt:1822/80114Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:53:52.964308Repositório 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 |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
title |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
spellingShingle |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes Brito, Luciana meaningful learning academic success digital simulation Spatial Geometry Ciências Sociais::Ciências da Educação |
title_short |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
title_full |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
title_fullStr |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
title_full_unstemmed |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
title_sort |
Seeing is believing: impact of digital simulation pedagogical use in spatial geometry classes |
author |
Brito, Luciana |
author_facet |
Brito, Luciana Almeida, Leandro S. Osório, António José |
author_role |
author |
author2 |
Almeida, Leandro S. Osório, António José |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Brito, Luciana Almeida, Leandro S. Osório, António José |
dc.subject.por.fl_str_mv |
meaningful learning academic success digital simulation Spatial Geometry Ciências Sociais::Ciências da Educação |
topic |
meaningful learning academic success digital simulation Spatial Geometry Ciências Sociais::Ciências da Educação |
description |
Digital simulators have an interesting potential to explain the relationships between two or more variables in a system, facilitating the activation of learning processes and favoring the occurrence of meaningful learning with positive impact on academic performance. To study the impact of the use of digital simulation on learning and academic performance of 9th graders in Spatial Geometry a quasi-experimental study was carried out, with a control group and pretest/post-test design. The analysis of covariance of the post test results controlled by the pre-test results revealed a significant improvement in the general academic performance of the experimental group, with a significant improvement of skills related to measurement and associations between nets and solids. Students’ positive opinions suggest the experience promoted the occurrence of meaningful learning. Implications for practice point to the pedagogical adoption of such digital resources and special attention to the educational context. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
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 |
https://hdl.handle.net/1822/80114 |
url |
https://hdl.handle.net/1822/80114 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Brito, L. P., Almeida, L. S. & Osório, A. J. (2021). Seeing in believing: impact of digital simulation pedagogical use in spatial geometry classes. International Journal of Technology in Teaching and Learning, 17(2), 109-123. 1551-2576 10.37120/ijttl.2021.17.2.04 https://sicet.org/main/wp-content/uploads/2022/03/4_Luciana_Brito.pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Society of International Chinese in Educational Technology |
publisher.none.fl_str_mv |
Society of International Chinese in Educational Technology |
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 |
reponame_str |
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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1799132320082427904 |