Using manipulatives in the Chemisty classroom as a tool to increase the understanding and knowledge of the law of conversation of matter

Students at the secondary level have a difficult time balancing equations and comprehending the law of conservation of matter. The law of conservation of matter is a fundamental concept in the chemistry curriculum and is necessary for students to understand more advanced topics. The purpose of this study is to justify the use of manipulatives in the science classroom and to show the increased ability, knowledge, engagement level, and impact of students it has.In this small-scale study the use of simple manipulatives are used to model the law of conservation of matter when balancing equations. The students use manipulatives to build representations of balanced equations in order to understand the concept. Since atoms cannot be seen, they must be represented by models to facilitate student understanding

Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions

Students with learning disabilities or learning difficulties in mathematics often have difficulties solving word problems with fractions. These difficulties limit students\u27 abilities to solve everyday math problems and develop the skills necessary for higher level mathematics. Prior research on problem solving indicates that direct instruction on problem schemas can improve problem solving performance. Previous research also suggests that instruction using the concrete-representational-abstract (CRA) sequence and instruction with virtual manipulatives can enhance understanding of mathematical concepts. However, a CRA sequence that incorporates virtual manipulatives has not been combined with schema-based instruction to help students solve word problems with fractions. The purpose of this study was to examine the effects of using an intervention that combined the CRA sequence with virtual manipulatives and schema-based instruction to improve the problem solving performance of students with learning disabilities or learning problems in mathematics on word problems with fractions. This sequence of instruction was combined with a mnemonic strategy called the LISTS strategy to help students remember the steps in the problem solving sequence. Using a single-case multiple baseline across participants design, the researcher provided an intervention to five students in the fifth grade that included instruction in three problem schemas for addition and subtraction (change, compare, and group). Results indicated that all students made some gains in performance on problems similar to those presented during the intervention, but the three students who were able to make connections between problem schemas and equations demonstrated significant gains in performance. The concrete models and virtual models used in the CRA sequence enhanced understanding of fraction word problems for some, but not all, students. Additionally, analysis of student performance on pre- and post-tests of problems with novel features indicated that students made only small gains in performance on fraction word problems that included difficult vocabulary, irrelevant information, or information that required different conceptualizations than those presented during the intervention

Comparison of AR and physical experiential learning environment in supporting product innovation

This article compares how virtual and physical learning aids enhance learners’ product innovation capability, that is, design experiences and domain knowledge. The virtual aid utilises augmented reality (AR) allowing learners to experience a range of animated mechanisms using smart devices. The legacy physical aid mechanisms were made using three-dimensional printers. We studied the effects of both manipulatives on learners’ understanding of mechanical movements, for example, rack and pinion, and Geneva mechanism. To investigate learning impact of each aid, we compared the experimental results derived from two learners groups (13 participants each). This study provides a case to support product innovation education under an experiential learning environment. The outcomes showed that both aids were useful in enhancing design experiences and domain knowledge. Pre-and-post attention, relevance, confidence and satisfaction motivation of both aids was found to be similar. However, distinctive differences were observed in terms of divergent search for ideation, suggesting for further research in combining both aids. We also found that learners’ learning motivation is lower in AR-based aid

Prakse učiteljev naravoslovja med pandemijo na Portugalskem

This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers\u27 individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers\u27 role in crisis management, such as during the Covid-19 pandemic. (DIPF/Orig.

Tangible Teaching: The Effect of Physical Modeling on Community College Students’ Understanding of Conservation of Matter

Students’ weak understanding of conservation of matter is well documented; however, there is a paucity of research that provides science educators with actual examples of empirically proven curricula employing physical modeling that can be used in the chemistry classroom to teach this fundamental concept. An intervention (three sequential physical modeling activities) was developed and evaluated. The intervention was administered to two sections of a General Chemistry I course at a community college in the southeastern United States, and pre-test/post-test data using a published instrument were collected to evaluate the physical model’s effectiveness in developing students’ understanding of conservation of matter compared to traditional teaching approaches. Because cognitive ability is theorized to play a significant role in understanding abstract concepts such as conservation of matter, student logical thinking ability was also measured using the abbreviated Group Assessment of Logical Thinking (GALT). The results of a two-way mixed analysis of variance (2x2 ANOVA) revealed that statistically significant growth in understanding of conservation of matter and conceptual understanding occurred from pre-test to post-test for the treatment group only. In general, overall student understanding of conservation of matter was low with an average pre-test score of 39% and average post-test score of 47%. Initially, 87% of the students operated below the formal operational level, which decreased to 68% by the end of the study. The findings suggest that the physical model not only significantly enhanced students’ understanding of conservation of matter, but also develop their conceptual understanding

The Effects of Manipulation of Virtual Objects in a Game-like Environment as a Supplement to a Teaching Lesson in the Context of Physics Concepts

Many scientific domains deal with abstract and multidimensional phenomena, and students often struggle to comprehend theoretical and complex abstractions and apply scientific concepts to real life contexts (Anderson & Barnett, 2013). One of these scientific domains that impose theoretical and complex abstractions is physics. The way that physics has traditionally been taught in school is through learning mathematical formulas and equations (Price, 2008). Many researchers proposed several ways to teach physics effectively. There are several virtual reality applications and computer games that were designed and utilized in the area of science education. In the case of physics education, many studies yielded positive results when using computer games to teach abstract concepts to students (Maxmen, 2010; Price, 2008; Squire et al., 2004). Furthermore, both physical and virtual manipulative tools were shown to be effective and essential in physics learning. This study examined the effects of manipulation of virtual objects in a game-like environment when supplemented with a descriptive or a narrative lesson in the context of physics concepts related to force, distance, and conservation of energy. In particular, the study examined learners’ performance on a test of physics knowledge related to the study when encountered with two factors that influence learning: lesson type and type of manipulation. The study drew on the research done on using virtual manipulatives in education and theoretical support from constructivist theories of learning implying that learners form their own knowledge through meaningful interactions with the world, and that prior knowledge greatly influences the construction of new knowledge in individual learners (Barbour et al., 2009; Bruner, 1966). From the study’s results, it seems that providing a textual pre-lesson is important for low-prior knowledge learners when it comes to learning physics concepts. Moreover, having engaged in a manipulation task also contributed to participants’ learning gain (in both low-prior knowledge and high-prior knowledge groups) as measured by the post-assessments used in this study. Moreover, the results from this study help inform educational game designers who incorporate manipulatives about the role of providing pre-lessons that tie to concepts targeted by the manipulation activity, and how different kinds of manipulation in a game-like environment affect learning outcomes. The findings suggest that the role of these two factors combined requires further research

Serious Toys: Teaching Computer Science Concepts to Pre-Collegiate Students

Advancements in science and engineering have driven innovation in the United States for more than two centuries. The last several decades have brought to the forefront the importance of such innovation to our domestic and global economies. To continue to succeed in this information-based, technologically advanced society, we must ensure that the next generation of students are developing computational thinking skills beyond what was acceptable in past years. Computational thinking represents a collection of structured problem solving skills that cross-cut educational disciplines. There is significant future value in introducing these skills as early as practical in students\u27 academic careers. Over the past four years, we have developed, piloted, and evaluated a series of outreach modules designed to introduce fundamental computing concepts to young learners. Each module is based on a small embedded device a \u27serious toy\u27 designed to simultaneously engage visual, auditory, and kinesthetic learners through lectures, visual demonstrations, and hands-on activities. We have piloted these modules with more than 770 students, and the evaluation results show that the program is having a positive impact. The evaluation instruments for our pilots consist of pre- and post-attitudinal surveys and pre- and post-quizzes. The surveys are designed to assess student attitudes toward computer science and student self-efficacy with respect to the material covered. The quizzes are designed to assess students\u27 content understanding. In this dissertation, we describe the modules and associated serious toys. We also describe the module evaluation methods, the pilot groups, and the results for each pilot study

Incorporación de simulaciones en el laboratorio de química general: influencia en el dominio afectivo del aprendizaje

El objetivo principal de esta acción didáctica es diseñar un curso de laboratorio de química general a nivel universitario incluyendo experimentos manuales y simulaciones y determinar en los alumnos la influencia de la inclusión de las mismas. Con un nuevo diseño del curso de laboratorio incluyendo laboratorios virtuales junto con los tradicionalmente ofrecidos, se persigue conseguir una mejora cualitativa en el aprendizaje de los alumnos y detectar su percepción respecto al uso de simulaciones en el laboratorio. Se mide la percepción de los estudiantes mediante una encuesta (dominio afectivo) y la influencia en el dominio cognitivo mediante una prueba de evaluación. Se detecta una mejora en el dominio afectivo del aprendizaje de todos los alumnos en general, y de los que están a priori menos motivados en particular, pero no se consigue determinar la medida en la que afecta al dominio cognitivo.

Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review

Physical manipulatives (PMs) are concrete objects used during hands-on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary-school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre-primary and primary-age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4–6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high- or middle-income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands-on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made