Simulations are a valuable tool in teaching modern science. We report on an experiment in a physics laboratory on electricity using both simulations as well as hands-on activities. The laboratory was implemented as part of a course for pre-service secondary school physics teachers. The 45 participants were divided into two groups, one performing first simulations and then hands-on activities, the other in the reversed order. The laboratory activities focused on DC circuits related to real-life situations, like a multiple socket or a chandelier modeled with simple wires, batteries and bulbs. The participants were asked to make predictions of the outcome before conducting each task and to compare their predictions with the observations and measurements they made during the activities. The participants were asked to make predictions of the outcome before conducting each task and to compare their predictions with the observations and measurements they made during the activities. No significant differences in performance were observed between the two groups, suggesting that in this experiment simulations did not help the pre-service teachers in transferring their conceptual knowledge to practical application.

An instructional experience for pre-service teachers: integrating simulations and hands-on activities in physics teaching

Pantano O.;Hemmer S.;Moretto S.
2015

Abstract

Simulations are a valuable tool in teaching modern science. We report on an experiment in a physics laboratory on electricity using both simulations as well as hands-on activities. The laboratory was implemented as part of a course for pre-service secondary school physics teachers. The 45 participants were divided into two groups, one performing first simulations and then hands-on activities, the other in the reversed order. The laboratory activities focused on DC circuits related to real-life situations, like a multiple socket or a chandelier modeled with simple wires, batteries and bulbs. The participants were asked to make predictions of the outcome before conducting each task and to compare their predictions with the observations and measurements they made during the activities. The participants were asked to make predictions of the outcome before conducting each task and to compare their predictions with the observations and measurements they made during the activities. No significant differences in performance were observed between the two groups, suggesting that in this experiment simulations did not help the pre-service teachers in transferring their conceptual knowledge to practical application.
2015
Hope Annual forum 2015 - Physics Studies in an Entrepreneurial and Innovative Global Perspective
978-2-9554388-1-7
File in questo prodotto:
File Dimensione Formato  
O. Pantano , S. Hemmer, S. Moretto_WG4_P31_1.pdf

accesso aperto

Descrizione: Sintesi ricerca
Tipologia: Published (publisher's version)
Licenza: Accesso gratuito
Dimensione 58.45 kB
Formato Adobe PDF
58.45 kB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/3253474
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact