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ERIC Number: ED501653
Record Type: Non-Journal
Publication Date: 2008
Pages: 27
Abstractor: As Provided
Science Simulations: Do They Make a Difference in Student Achievement and Attitude in the Physics Laboratory?
Kelly, Janet; Bradley, Curtis; Gratch, Jonathan
Online Submission
The purpose of this study was to compare and contrast laboratory simulations with traditional (equipment) explorations in physics to determine differences, if any, in student achievement and changes in attitude toward science. Based upon the investigations conducted in undergraduate physics classes with 96 students who were non-science majors, it appears that while simulations positively affected the learning outcome, significant learning differences when compared with traditional laboratory practice were not uniformly present. The Colorado Learning Attitudes About Science Survey (CLASS) results demonstrated that attitudes may be a poor indicator/predictor of academic success in the physics laboratory. In addition, student interviews did not reveal a specific preference for simulation or equipment-based laboratory investigations. Further study is necessary to determine in what ways simulations might best be utilized in the classroom to further promote and improve attitude and achievement among students in the physics classroom. (Contains 1 figure and 2 tables.)
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A