Show simple item record

dc.contributor.authorEfstathiou, Charalamposen
dc.contributor.authorHovardas, Tasosen
dc.contributor.authorXenofontos, Nikoletta A.en
dc.contributor.authorZacharia, Zacharias C.en
dc.contributor.authordeJong, Tonen
dc.contributor.authorAnjewierden, Anjoen
dc.contributor.authorvan Riesen, Siswa A. N.en
dc.contributor.editorJohnson, T.E.en
dc.contributor.editorLin, L.en
dc.coverage.spatialAssociation for Educational Communications and Technologyen
dc.creatorEfstathiou, Charalamposen
dc.creatorHovardas, Tasosen
dc.creatorXenofontos, Nikoletta A.en
dc.creatorZacharia, Zacharias C.en
dc.creatordeJong, Tonen
dc.creatorAnjewierden, Anjoen
dc.creatorvan Riesen, Siswa A. N.en
dc.date.accessioned2019-02-06T10:58:58Z
dc.date.available2019-02-06T10:58:58Z
dc.date.issued2018
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/42383
dc.description.abstractThe present study employed a quasi-experimental design to assess a computerbased tool, which was intended to scaffold the task of designing experiments when using a virtual lab for the process of experimentation. In particular, we assessed the impact of this tool on primary school students’ cognitive processes and inquiry skills before and after the study’s treatment, using pre- and post-tests. Our research design involved a group of students who used the computer-based tool/scaffold to design the study’s experiments (experimental condition) and a group of students who used a paper-and-pencil worksheet as a scaffold to design the same experiments (control condition). The primary finding of the study was that the use of the computer-based experiment design tool had a more positive effect on students’ inquiry skills related to identifying variables and designing investigations than the paper-and-pencil one. This might be attributed to the functionalities provided only by the computer-based experiment design tool, which enabled students to focus their attention on crucial aspects of the task of designing experiments through (1) maintaining values for constant variables when planning experimental trials and (2) the provision of instant feedback when classifying variables into independent, dependent and controlled variables. Moreover, students in the two conditions displayed differing patterns of interactions among cognitive process and inquiry skills. Implications for designing and assessing similar computer-based scaffolds are discussed.en
dc.language.isoengen
dc.publisherSpringer USen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.rightsOpen Accessen
dc.sourceEducational Technology Research and Developmenten
dc.source.urihttps://link.springer.com/article/10.1007%2Fs11423-018-9576-zen
dc.subjectExperimental designen
dc.subjectscience educationen
dc.subjectVirtual labsen
dc.subjectInquiry skillsen
dc.titleProviding guidance in virtual lab experimentation: the case of an experiment design toolen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1007/s11423-018-9576-zen
dc.description.volume66en
dc.description.issue3en
dc.description.startingpage767en
dc.description.endingpage791en
dc.type.uhtypeArticleen
dc.contributor.orcidHovardas, Tasos [0000-0003-1776-2493]
dc.contributor.orcidZacharia, Zacharias C. [0000-0002-6381-0962]


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record