The impact of using computers as cognitive tools on grade 10 Lebanese students’ attitudes and conceptual understanding in physics (Record no. 21742)

MARC details
000 -LEADER
fixed length control field 03386nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211134838.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Alameh, Sahar Khalil
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The impact of using computers as cognitive tools on grade 10 Lebanese students’ attitudes and conceptual understanding in physics
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 137 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to investigate, using a design-based research approach, the effect of using interactive and student-centered technological tools, used as cognitive tools and digital resources (simulation mode) on students’ conceptual understanding of and attitude toward physics. In addition, the study sought to investigate students’ opinions regarding the use of computers as cognitive tools or digital resources. Thirty-nine tenth graders from two sections in a Lebanese school participated in the study. The two sections were randomly assigned to the cognitive tool group and the digital resource group during the teaching of the unit of electricity in physics. The same physics teacher/researcher taught both groups. In the digital resource group students received problems to solve, with procedures fully provided within the software, while students in the cognitive tool group were provided with the same experiment as those of the digital resource group, however, students received problems to solve and exploration space in which they designed their own plans, and tested their own hypotheses. During the implementation, the teacher provided hints, directions, coaching and feedback. Data sources for the study included an electricity knowledge test, used as a pre-test and post-test, four physics tests (each administered at the end of every chapter), and students’ responses on the computer tool. Another data source was the physics attitude scale (PAS), which was used to measure changes in students’ attitudes towards physics in both groups. Finally, student interviews were conducted in order to learn more about students’ opinions about the computer tool. Post-test results and the results of the four physics tests indicated that students in the cognitive tool group achieved significantly higher than the digital resource group regarding conceptual understanding in physics. Analysis of the results of the physics attitude scale showed that there were no significant differences in attitudes between the two groups. Finally, students showed positive but different opinions regarding the computer tool. Implications to practice, students, administrators, policy makers, science teachers, and educational software designers as well as recommendations for further research are discussed in light of these findings.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم والتكنولوجيا
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement des Sciences Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education et la technologie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ICT and Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Sciences education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم العلوم طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102306">http://search.shamaa.org/FullRecord?ID=102306</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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