dc.contributor.author | Zacharia, Zacharias C. | en |
dc.creator | Zacharia, Zacharias C. | en |
dc.date.accessioned | 2017-07-27T10:43:14Z | |
dc.date.available | Nov-18 | |
dc.date.available | 2017-07-27T10:43:14Z | |
dc.date.issued | 2005 | |
dc.identifier.issn | 0950-0693 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38662 | |
dc.description.abstract | This study investigated how individuals' construction of explanations--a way of ascertaining how well an individual understands a concept--develops from an interactive simulation. Specifically, the purpose was to investigate the effect of interactive computer simulations or science textbook assignments on the nature and quality of postgraduate science teachers' explanations regarding physical phenomena in Mechanics, Waves/Optics, and Thermal Physics. The use of simulations or science textbook assignments was implemented according to the Predict-Observe-Explain model and integrated into a one-semester conceptual survey course in physics for practising science teachers who served as participants in the study. Data were collected through semi-structured interviews and were analysed using a qualitative content analysis approach. Results indicate that the use of computer simulations along with the application of the Predict-Observe-Explain model had a positive impact on the nature and quality of science teachers' explanations. They improved science teachers' ability to generate scientifically accurate explanations and fostered in-depth advancement in teachers' search for explanatory scientific information regarding the physical phenomena under investigation. In addition, teachers' explanations became more elaborate, reflecting cause-effect reasoning and formal reasoning. | en |
dc.publisher | International Journal of Science Education | en |
dc.source | International Journal of Science Education | en |
dc.source.uri | http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ721977&site=ehost-live; http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=Q217X43N230L2147 | |
dc.subject | Comprehension | en |
dc.subject | Textbooks | en |
dc.subject | Science teachers | en |
dc.subject | Science instruction | en |
dc.subject | Teaching methods | en |
dc.subject | Physics | en |
dc.subject | Computer simulation | en |
dc.subject | Teacher effectiveness | en |
dc.subject | Thinking skills | en |
dc.subject | Teaching skills | en |
dc.subject | Structured interviews | en |
dc.title | The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers' Explanations in Physics | en |
dc.type | info:eu-repo/semantics/article | |
dc.description.volume | 27 | |
dc.description.issue | 14 | |
dc.description.startingpage | 1741 | |
dc.description.endingpage | 1767 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Accession Number: EJ721977; Intended Audience: Teachers; Acquisition Information: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.; Education Level: Higher Education; Reference Count: 61; Journal Code: JAN2017; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Research; Entry Date: 2005 | en |
dc.source.other | EBSCO | en |
dc.contributor.orcid | Zacharia, Zacharias C. [0000-0002-6381-0962] | |
dc.gnosis.orcid | 0000-0002-6381-0962 | |