Abstract
This study examined the effect of live simulation on students' science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students' science learning and attitude before and after the simulation. The findings revealed positive changes in students' attitudes and perceptions toward scientists, while male students had more positive adoption toward scientific attitudes than females. The study also found that the change in student's science learning was significantly influenced by the teacher. Hence, teacher classroom preparation for the simulation experience proved vital to students' attitudes toward science as well as their scientific understanding. Implications for effective use of simulation to increase science-related career awareness and inform effective teaching practice are shared and discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 133-139 |
| Number of pages | 7 |
| Journal | Educational Technology and Society |
| Volume | 13 |
| Issue number | 1 |
| Publication status | Published - 2010 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Sociology and Political Science
- Engineering(all)
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Effect of live simulation on middle school students' attitudes and learning toward science. / Chen, Ching-Huei; Howard, Bruce.
In: Educational Technology and Society, Vol. 13, No. 1, 01.01.2010, p. 133-139.Research output: Contribution to journal › Article
TY - JOUR
T1 - Effect of live simulation on middle school students' attitudes and learning toward science
AU - Chen, Ching-Huei
AU - Howard, Bruce
PY - 2010/1/1
Y1 - 2010/1/1
N2 - This study examined the effect of live simulation on students' science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students' science learning and attitude before and after the simulation. The findings revealed positive changes in students' attitudes and perceptions toward scientists, while male students had more positive adoption toward scientific attitudes than females. The study also found that the change in student's science learning was significantly influenced by the teacher. Hence, teacher classroom preparation for the simulation experience proved vital to students' attitudes toward science as well as their scientific understanding. Implications for effective use of simulation to increase science-related career awareness and inform effective teaching practice are shared and discussed.
AB - This study examined the effect of live simulation on students' science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students' science learning and attitude before and after the simulation. The findings revealed positive changes in students' attitudes and perceptions toward scientists, while male students had more positive adoption toward scientific attitudes than females. The study also found that the change in student's science learning was significantly influenced by the teacher. Hence, teacher classroom preparation for the simulation experience proved vital to students' attitudes toward science as well as their scientific understanding. Implications for effective use of simulation to increase science-related career awareness and inform effective teaching practice are shared and discussed.
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UR - http://www.scopus.com/inward/citedby.url?scp=77954293489&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:77954293489
VL - 13
SP - 133
EP - 139
JO - Educational Technology and Society
JF - Educational Technology and Society
SN - 1176-3647
IS - 1
ER -