Abstract
Improving students’ in-depth understanding of physics conceptual frameworks is a central goal of physics learning. Traditional instructional approaches, however, have been repeatedly reported as having little effect on achieving this goal (e.g., Hake, 1998; Kim & Pak, 2002; Trowbridge & McDermott, 1981), and many educators have strived to advocate alternative approaches that could reach this desirable goal. Among the suggested approaches, inquiry learning has become prevalent since the early 2000s.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H.-l. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. http://doi.org/10.1002/sce.10118.
Adams, W. K., Reid, S., LeMaster, R., McKagan, S. B., Perkins, K. K., Dubson, M., & Wieman, C. E. (2008). A study of educational simulations part IEngagement and learning. Journal of Interactive Learning Research, 19(3), 397–419.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd edition). UK: Cambridge University Press.
Chiou, G.-L., Hsu, C.-Y., & Tsai, M.-J. (2019). Exploring how students interact with guidance in a physics simulation: Evidence from eye-movement and log data analyses. Interactive Learning Environments. http://doi.org/10.1080/10494820.2019.1664596
D’Angelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., & Haertel, G. (2014). Simulations for STEM learning: Systematic review and meta-analysis. Menlo Park: SRI International.
de Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773), 532–533. https://doi.org/10.1126/science.1127750.
de Jong, T. (2011). Instruction based on computer simulations. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 446–466). New York: Routledge.
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579.
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291. https://doi.org/10.3102/0091732x07309371.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809.
Hsu, C.-Y., Chiou, G.-L., & Tsai, M.-J. (2016). A pilot study on developing and validating a fixation-based scaffolding learning system. Paper presented at the Poster presented at 2016 International Conference of East-Asian Association for Science Education, Tokyo, Japan.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329–354.
Kim, E., & Pak, S.-J. (2002). Students do not overcome conceptual difficulties after solving 1000 traditional problems. American Journal of Physics, 70(7), 759–765. https://doi.org/10.1119/1.1484151.
McElhaney, K. W., & Linn, M. C. (2011). Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters. Journal of Research in Science Teaching, 48(7), 745–770. https://doi.org/10.1002/tea.20423.
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017.
Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242–253.
Tsai, M.-J., Hsu, P.-F. & Pai, H.-T. (2018). Lag sequential analysis in Eye-Tracking Data Analyzer (EDA) for educational researchers. Poster presented at the 4th International Symposium on Educational Technology (ISET 2018), Osaka, Japan.
van Joolingen, W. R., De Jong, T., & Dimitrakopoulou, A. (2007). Issues in computer supported inquiry learning in science. Journal of Computer Assisted Learning, 23(2), 111–119. https://doi.org/10.1111/j.1365-2729.2006.00216.x.
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225–227. https://doi.org/10.1119/1.3361987.
Wieman, C. E., & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 36–41.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Chiou, GL., Hsu, CY., Tsai, MJ. (2021). An Investigation of Visual and Manual Behaviors Involved in Interactions Between Users and Physics Simulation Interfaces. In: Devetak, I., Glažar, S.A. (eds) Applying Bio-Measurements Methodologies in Science Education Research. Springer, Cham. https://doi.org/10.1007/978-3-030-71535-9_14
Download citation
DOI: https://doi.org/10.1007/978-3-030-71535-9_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-71534-2
Online ISBN: 978-3-030-71535-9
eBook Packages: EducationEducation (R0)