The Efficacy of World Wide Web-Mediated Microcomputer-Based Laboratory Activities in the High School Physics Classroom

online;high school;physics;mbl;correlations;comparison study;physics attitudes;physics achievement;alternative conceptions

Slykhuis, David Alan ; Dr. David Haase, Committee Member,Dr. Gail Jones, Committee Member,Dr. John C. Park, Committee Chair,Dr. Glenda Carter, Committee Member,Slykhuis, David Alan ; Dr. David Haase ; Committee Member ; Dr. Gail Jones ; Committee Member ; Dr. John C. Park ; Committee Chair ; Dr. Glenda Carter ; Committee Member

University:North Carolina State University

关键词: online;    high school;    physics;    mbl;    correlations;    comparison study;    physics attitudes;    physics achievement;    alternative conceptions;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/5313/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

This research project examined the efficacy of an online microcomputer-based laboratory based (MBL) physics unit.One hundred and fifty physics students from five high schools in North Carolina were divided into an online and classroom group.The classroom group completed the MBL units in small groups with assistance from their teachers.The online groups completed the MBL units in small groups using a website designed for this project for guidance.Pre- and post-unit content tests and surveys were given.Statistical analysis of the content tests showed significant development of conceptual understanding by the online group over the course of the unit. There was not a significant difference between the classroom and online group with relation to the amount of conceptual understanding developed.Correlations with post-test achievement showed that pre-test scores and math background were the most significant correlates with success.Computer related variables were only mildly correlated with the online group.The students' views about the nature of physics, as collected by the surveys, were not well developed before the unit and did not significantly change over the course of the short unit.Examination of the students' conceptions after instruction revealed common alternative conceptions such as confusing position and velocity variables and incorrect interpretations of graphical features such as slope.