NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1062565
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0950-0693
Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics
Rutten, Nico; van der Veen, Jan T.; van Joolingen, Wouter R.
International Journal of Science Education, v37 n8 p1225-1245 2015
In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the "learning goals" and "attitudes" of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an "Inquiry-Cycle-Score" (ICS) based on the occurrence and order of the inquiry activities of "predicting, observing" and "explaining" during teaching, and a "Student-Response-Rate" (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students' attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers' attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands