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¶
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
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On posttest situation a), 75% of the Real group and 66% of the Sim group gave correct answers versus 43% of the control group. → 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?
Quasi-experimental posttest comparison among three groups (Real n=86, Sim n=81, control n=58) of 10th-grade gymnasium students in Macedonia after teaching the unit Electrical charging. The experimental groups clearly exceeded the control group: "the control group has only 43 % correct answers".
"While 75 % of the students in the Real group gave correct answers, the Sim group has slightly lower result of 66 % correct answers and the control group has only 43 % correct answers."
Discussion¶
Related Claims¶
- Achievement on questions testing force-distance and force-charge relations dropped sharply in all groups, with experimental groups still ahead of the control group — related
- 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
- The article concludes there is no significant difference between knowledge acquired through real experiments and through computer-simulated experiments — related
- Students commonly hold the everyday-experience-based misconception that electrostatic interaction stops when charged objects are placed at greater distance — related
- Seventh-graders taught the 'Systems of the Human Body' unit with the simulation method scored significantly higher on the post-test than peers taught by traditional lecture — related
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