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A comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school students

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dc.contributor.authorBuckwalter, Dennis E.en
dc.contributor.committeechairBurton, John K.en
dc.contributor.committeememberDodi, Norman R.en
dc.contributor.committeememberMoore, David M.en
dc.contributor.committeememberLaPorte, James E.en
dc.contributor.committeememberTeates, Thomas G.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:18:28Zen
dc.date.adate2008-09-04en
dc.date.available2014-03-14T21:18:28Zen
dc.date.issued1992-09-10en
dc.date.rdate2008-09-04en
dc.date.sdate2008-09-04en
dc.description.abstractStudents come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students.en
dc.description.degreePh. D.en
dc.format.extentx, 92 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-09042008-063631en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09042008-063631/en
dc.identifier.urihttp://hdl.handle.net/10919/39300en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1992.B835.pdfen
dc.relation.isformatofOCLC# 27829525en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1992.B835en
dc.subject.lcshConcept learningen
dc.subject.lcshField dependence (Psychology)en
dc.subject.lcshScience -- Computer-assisted instructionen
dc.subject.lcshScience -- Study and teaching (Secondary)en
dc.titleA comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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