Using instructive simulations to teach young students simple science concepts

Evidence from electricity content

Bibliographic Data

ID21743935
AuthorsMirjana Maričić (0000-0001-8447-7735, University of Novi Sad, corresponding author), Stanko Cvjeticanin (0000-0003-2481-209X, University of Novi Sad), Branko Anđić (0000-0003-2691-8357, Johannes Kepler University of Linz), Mia Maric (0000-0002-4132-2183, University of Novi Sad), Aleksandar Petojević (0000-0003-1491-165X, University of Novi Sad)
Year2024
Volume56
Issue6
Pages691-710
Publication date2024-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research on Technology in Education (JOURNAL)
Journal identifiersISSN: 1539-1523 • E-ISSN: 1945-0818
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2023.2196460
OpenAlexW4363676642
LanguageEN
Citations received5
References cited53

This research aimed to determine the effectiveness of applying instructive simulation experiments (SE) to the development of deeper conceptual understanding, retention of static electricity contents, and engagement of 4th-grade students. The correlation between student achievements and engagement was examined. 76 4th graders (10–11 years) were assigned to one of the groups: direct – DI + SE (DSE) and indirect instruction – II + SE (ISE) group. The results indicate that the ISE group showed significantly better achievements on the highest cognitive level compared to the DSE group. The application of SE had a significantly greater impact on the perceived behavioral, cognitive, and agentic engagement of the ISE group compared to the DSE group. A positive correlation was observed between student engagement and achievements

Cognition · Mathematics education · Student engagement · Chemistry · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes

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