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dc.contributor.authorZacharia, Zacharias C.en
dc.creatorZacharia, Zacharias C.en
dc.date.accessioned2017-07-27T10:43:14Z
dc.date.available2017-07-27T10:43:14Z
dc.date.issued2015
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38660
dc.description.abstractThe focus of this paper is on the contribution that active touch sensory feedback offered through physical or virtual (with haptic feedback) manipulatives, makes to students' learning through science experimentation. Both theoretical perspectives and empirical evidence are presented. The theoretical perspectives were drawn from two types of theories, namely embodied cognition and additional (touch) sensory channel, which were associated with the use of physical and virtual manipulatives for learning purposes. The empirical evidence was drawn from two different lines of research. The first line of research involves studies that have focused on comparing physical manipulatives and virtual manipulatives (without the provision of haptic feedback), whereas the second involves studies that have focused on comparing virtual manipulatives with and without the provision of touch sensory (haptic) feedback. Both theories supply strong arguments for providing touch sensory feedback during science experimentation, whereas the empirical research outcomes show that providing touch sensory feedback is not always a prerequisite for learning science through experimentation. Those instances for which touch sensory feedback does appear to be a necessity for learning science through experimentation are identified. However, science education studies are limited within the aforementioned research areas. In addition, their findings are inconsistent, especially for the research focused on comparing virtual manipulatives with and without haptic feedback. The latter makes it difficult to arrive at a solid framework that depicts when and how touch sensory feedback should be offered to students for learning science through experimentation. The article concludes with suggestions for future research that would contribute towards development of such a framework.en
dc.sourceEducational Research Reviewen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84945120121&doi=10.1016%2fj.edurev.2015.10.001&partnerID=40&md5=68b585730ef0ad4eb81d121a1fcb97e6
dc.titleExamining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16en
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1016/j.edurev.2015.10.001
dc.description.volume16
dc.description.startingpage116
dc.description.endingpage137
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :1en
dc.source.abbreviationEduc.Res.Rev.
dc.source.otherScopus
dc.contributor.orcidZacharia, Zacharias C. [0000-0002-6381-0962]


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