Teaching Primary Science with Computer Simulation – an Intervention Study in State of Kuwait

This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely

THE EFFECTS OF INTERACTIVE BOARD APPLICATIONS SUPPORTED BY COMPUTER SIMULATIONS ON PRE-SERVICE SCIENCES TEACHERS’ SELF-REGULATED LEARNING

The purpose of this study is to investigate the effects of interactive boards applications supported by computer simulations on pre-service science teachers’ self-regulated learning. Quasi-experimental research with pre test/ post test control group design was used in the study. Pre-service science teachers in Siirt University, education faculty, science education department, constructed study group. Sections was randomly assigned experimental and control groups. In experimental group 32 pre-service science teachers (11 male; 21 female), in control group 33 pre-service science teachers (13 male; 20 female) were assigned to the groups. In total, 65 pre-service science teachers participated to the study. "Motivated strategies for learning questionnaire” was applied as the data collection tool. The questionnaire was translated into Turkish by Büyüköztürk and et.al. (2004). During the analysis in this respect, arithmetic averages, standard deviation, independent sampling t-test and analysis of covariance (ANCOVA) were used. The study compared the pre-test and post test scores of the science teacher candidates in the experiment and control group with SPSS 16.0 statistical package software.  Article visualizations

Effects of Computer-Based Simulations Teaching Approach on Students’ Achievement in the Learning of Chemistry among Secondary School Students in Nakuru Sub County, Kenya

Science education should help develop student’s interest in science as today’s society depends largely on output of science and technology. Chemistry is one of the branches of science. Chemistry education helps to expand the pupil's knowledge of the universe and of his/her position in it. It helps in the appreciation and enjoyment of nature and life. Chemistry also prepares learners for professional careers in such fields as medicine, bio-technology, agriculture and pharmacy. Despite the importance attached to Chemistry, students’ performance in the subject at the national examinations in many countries Kenya included has remained poor. The poor performance can be attributed to type of teaching method among others factors. Computer-based instruction may help address this problem of teaching method. However there is little information on how computer-based learning as a teaching method in chemistry would affect learners’ achievement by gender. In an attempt to address this issue this study therefore aimed at finding out effects of Computer-Based Simulations on secondary schools students’ achievement in Chemistry in Kenya. The study involved quasi-experimental research in which the researcher used Solomon Four Non- Equivalent Control Group Design.  Four co-educational schools in Nakuru East Sub-County were purposively selected and a sample size of 175 students participated in the study. In this study data were collected using instruments Chemistry Achievement Test (CAT) to assess the students’ achievement level. The findings of the study were there was statistically significant difference in Chemistry achievement of students who are taught through CBS teaching approach and that of those taught through regular teaching method. There is no statistically significant difference in Chemistry achievement between boys and girls taught through CBS teaching approach. It was therefore concluded that CBS has a positive and significant contribution to the understanding of chemistry concepts and principles as reflected by the higher performance of students taught using CBS than their counterparts taught using RTM. Gender has no effect on students’ achievement in Chemistry when they are taught through CBS. Keywords: Chemistry, Science, Computer-based Learning, Gender and Achievemen

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

How Learning Misconceptions Can Improve Outcomes and Youth Engagement with Gambling Education Programs

Background and aims: Gambling education programs typically focus on promoting gambling as a high-risk activity with harmful effects; however, these programs demonstrate limited effects on the prevention of gambling problems. This paper proposes a clear theoretical framework to inform the content and delivery of gambling education initiatives and draws on psychological and pedagogical research to address some of the practical issues associated with its implementation. Methods: Literature was reviewed across fields of psychology, public health, and pedagogy to provide key recommendations to improve the outcomes of gambling education. Results: Four key recommendations were made for the development of future gambling education programs centering on theoretical approach, specialized content, and delivery. Discussion and conclusions: Recommended advancements are as follows: (a) evidence suggests shifting away from messages about gambling harms and instead applying a cognitive-developmental framework of problem gambling that may improve youth engagement by increasing personal relevance. (b) The cognitive model of problem gambling suggests that misconceptions about the profitability of gambling games (e.g., the gambler’s fallacy) play an important role in the development of problems and should be a key target for education. However, exposing such misconceptions requires the challenge of teaching the mathematical principles that underpin them. (c) The pedagogical field provides valuable insights into teaching complex concepts. Research that applies the conceptual change model to science education suggests misconceptions also facilitate learning new complex information, such as gambling-related mathematical concepts (i.e., randomness and statistics). (d) In addition, improvements in computer-assisted teaching methods provide opportunities to use simulations and visualizations to help teach abstract concepts and correct such misconceptions

Aligning operational and corporate goals: a case study in cultivating a whole-of-business approach using a supply chain simulation game

This paper outlines the development and use of an interactive computer-based supply chain game to facilitate the alignment of disconnected operational and corporate goals. A multi-enterprise internal cattle supply chain was simulated targeting the operational property managers and the overall impacts of their decision making on corporate goals A three stage multidisciplinary approach was used. A case study based financial analysis was undertaken across the internal cattle supply chain, a participative action research component (developing the game to simulate the flow of product and associated decisions and financial transactions through the internal supply chain of the company for different operational scenarios using measurable and familiar operational and financial criteria as tracking tools), and a qualitative analysis of organisational learning through player debriefing following playing the game. Evaluation of the managers' learning around the need for a change in general practice to address goal incongruence was positive evidenced by changes in practice and the game regarded by the users as a useful form of organisational training. The game provided property managers with practical insights into the strategic implications of their enterprise level decisions on the internal supply chain and on overall corporate performance. The game is unique and is a tool that can be used to help address an endemic problem across multi-enterprise industries in the agrifood sector in Australia