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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 12 (Dec., 2017) |
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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 12 (Dec., 2017) |
This research informed the impact of innovative teaching method called Virtual Microscopic Simulation (VMS) for the development of students 'conceptual understanding' of heat transfer by showing the cognitive process of conceptual change. The result showed the increasing of students' conceptual understanding scores from pretest, posttest, and retention test to statistically significant effect across three concepts of heat transfer. This indicated that the teaching method effectively helped student construct a more scientific view of heat transfer. The result is consistent with the research findings that students performed better achievements with learning from computer simulation (e. g. Savinainen and Scotr, 2002; Atasoy and Akdeniz, 2007; Spyrtou et al., 2009; Macabebe et al., 2010; Saglam-Arslan & Devecioglu, 2010; Kaewkhong et al., 2010; She, 2003; She, 2004b; Trundle & Bell, 2010; Miklopoulos & Natsis, 2011; Dega et al., 2013; Djanett et al., 2013). The results showed that the percentage of the progress (PG) category was higher than another category.
In addition, students’ conceptual change in this research was a deep process of reconstructing students' alternative conceptions into scientific conception, called radical conceptual change, and the process of conceptual change could be encouraged by the promoting with VMS.
Copyright (C) 2017 EdUHK APFSLT. Volume 18, Issue 2, Article 12 (Dec., 2017). All Rights Reserved.
