Enhancing Fourth Graders' Ability to Interpret Graphical Representations Through the Use of Microcomputer-Based Labs Implemented Within an Inquiry-Based Activity Sequence
AuthorNicolaou, Christiana Th
Nicolaidou, Iolie A.
Zacharia, Zacharias C.
Constantinou, Constaninos P.
SourceJournal of Computers in Mathematics & Science Teaching
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This article reports on a research effort that investigated whether the use of Microcomputer-Based Labs (MBLs), implemented within an inquiry-based activity sequence on phase transformations (melting and freezing), contributes to the development of fourth grade (9-10 year-old) students' conceptual understanding and ability to construct and interpret graphs. The participants of the study were 65 fourth graders (organized into an experimental and two control groups). The experimental treatment involved the use of an inquiry-oriented activity sequence along with the use of MBLs. The control treatment for the first control group involved the use of the inquiry-based curriculum without the support of MBLs, whereas, the control treatment for the second control group involved the use of traditional laboratory methods. Data was collected through the use of a conceptual test administered to students both before and after the study. The results of the study revealed a statistically significant difference between the experimental group and both control groups in students' ability to construct and interpret graphs, and their understanding of phase transformations. ABSTRACT FROM AUTHOR]; Copyright of Journal of Computers in Mathematics & Science Teaching is the property of Association for the Advancement of Computing in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)