Achievement on questions testing force-distance and force-charge relations dropped sharply in all groups, with experimental groups still ahead of the control group¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On situation b) (force versus distance), about one third of experimental-group students answered correctly versus 14% of the control group; on situation d) (force versus charge), about one quarter of experimental students versus about one tenth of control students answered correctly. → Ajredini 2013
Evidence¶
Ajredini 2013¶
Ajredini, F., Izairi, N., Zajkov, O. (2013). Real Experiments versus PhET Simulations for Understanding Electrostatic Charging. European J of Physics Education, 5(1). https://ejpe.phywe.de
q2 · i? · causal · r?
Posttest results for situation b), which the article says tests understanding of the relation between electrostatic force and distance. Real and Sim groups performed nearly identically (35% and 34% correct) while "the control group is only 14 %". For situation d) the printed percentages were 23% (Real), 26% (Sim), 12% (control).
"while the percentages of the correct answers in Real and Sim groups are almost the same, 35 % and 34 %, the percentage of correct answers in the control group is only 14 %."
Discussion¶
Related Claims¶
- Electrostatic induction questions produced the lowest achievement of all six situations, and the Real group outperformed the Sim group despite the simulation's ability to visualize charge redistribution — related
- Students commonly hold the everyday-experience-based misconception that electrostatic interaction stops when charged objects are placed at greater distance — related
- Tenth-grade students taught electrical charging with real experiments or PhET simulations gave more correct posttest answers on a like-charge interaction question than students taught by traditional direct teaching — related
- The article concludes there is no significant difference between knowledge acquired through real experiments and through computer-simulated experiments — related
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