Pedagogy designs to augment the impact of computer simulations

Hsin Yi Chang, Cai Ting Wen, Ming Hua Chang, Chen Chung Liu

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

In this study, we compare the effects of two different pedagogical designs around a computer simulation on students’ scientific literacy in the case of learning science concepts relating to sinking and floating. We also compare the effects of teaching with simulations versus traditional teaching to provide baseline information. A total of 75 eighth-grade students participated in the study. Data collected include the students’ pretest and posttest data that indicate scientific literacy. The results provide evidence for the effectiveness of a student-centered pedagogical design. Reflection and discussion on how to augment the impact of computer simulations are provided.

Original languageEnglish
Title of host publicationICCE 2019 - 27th International Conference on Computers in Education, Proceedings
EditorsMaiga Chang, Hyo-Jeong So, Lung-Hsiang Wong, Ju-Ling Shih, Fu-Yun Yu, Michelle P. Banawan, Ben Chang, Weiqin Chen, Andrei D. Coronel, Swapna Gottipati, H. Ulrich Hoppe, Morris S.Y. Jong, Calvin Liao, Jon Mason, Fan Ouyang, Patcharin Panjaburee, Ma. Mercedes T. Rodrigo, Yanjie Song, Niwat Srisawasdi, Ahmed Tlili, Chengjiu Yin
PublisherAsia-Pacific Society for Computers in Education
Pages58-60
Number of pages3
ISBN (Electronic)9789869721448
StatePublished - 19 Nov 2019
Event27th International Conference on Computers in Education, ICCE 2019 - Kenting, Taiwan
Duration: 2 Dec 20196 Dec 2019

Publication series

NameICCE 2019 - 27th International Conference on Computers in Education, Proceedings
Volume2

Conference

Conference27th International Conference on Computers in Education, ICCE 2019
Country/TerritoryTaiwan
CityKenting
Period2/12/196/12/19

Keywords

  • Computer simulations
  • Critique
  • Pedagogy designs
  • Scientific literacy

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