The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students
The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred an...
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| Veröffentlicht in: | Journal of science education and technology 2007-10, Vol.16 (5), p.451-461 |
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| creator | Yang, Kun-Yuan Heh, Jia-Sheng |
| description | The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills. |
| doi_str_mv | 10.1007/s10956-007-9062-6 |
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One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.</description><identifier>ISSN: 1059-0145</identifier><identifier>EISSN: 1573-1839</identifier><identifier>DOI: 10.1007/s10956-007-9062-6</identifier><language>eng</language><publisher>New York: Springer Science+Business Media, Inc</publisher><subject>Academic achievement ; Attitudes ; Comparative Analysis ; Computer assisted instruction ; Computer Attitudes ; Computer Uses in Education ; Computers in education ; Control groups ; Conventional Instruction ; Educational environment ; Foreign Countries ; Grade 10 ; High school students ; High schools ; Internet ; Laboratories ; Physics ; Pretests Posttests ; Science ; Science Achievement ; Science Instruction ; Science Laboratories ; Science learning ; Science Process Skills ; Scores ; Secondary School Science ; Skills ; Student Attitudes ; Students ; Taiwan</subject><ispartof>Journal of science education and technology, 2007-10, Vol.16 (5), p.451-461</ispartof><rights>Journal of Science Education and Technology is a copyright of Springer, (2007). 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One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. 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| subjects | Academic achievement Attitudes Comparative Analysis Computer assisted instruction Computer Attitudes Computer Uses in Education Computers in education Control groups Conventional Instruction Educational environment Foreign Countries Grade 10 High school students High schools Internet Laboratories Physics Pretests Posttests Science Science Achievement Science Instruction Science Laboratories Science learning Science Process Skills Scores Secondary School Science Skills Student Attitudes Students Taiwan |
| title | The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students |
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