Learning Basic Electrical Concepts With Models and Analogies Using a Multimedia Package

Kavogli, Zoe Zoni (1998) Learning Basic Electrical Concepts With Models and Analogies Using a Multimedia Package. PhD thesis, University of Glasgow.

Abstract

Secondary school teachers aim at helping their students to learn efficiently by using many exploratory treatments, especially in physics. Leading science educators and researchers promote learning by confronting students with the inconsistencies entailed by their own beliefs. The thesis indicates that well designed computer based environments with models and analogies can provide advantages over many approaches using other media. The facilities provided by such environments can be exploited to promote cognitive conflict which is believed to be beneficial for learning. Within the framework of using models and analogies to support learning science, the claim of the thesis is explored through: the nature of students' beliefs about electrical concepts which are in conflict with scientific beliefs the required prerequisites of computer based environments which can promote learning of these concepts through models and analogies the issues which relate to educational theory and practice, students' learning & teaching, and the design of software using HyperCard techniques and multimedia for the creation of models and analogies. Software was constructed within the framework of the design claimed by this research. Questionnaires were given to the students, and interviews and observations were made of their use of the software. With reference to the results, an analysis is included of the use of models and analogies in teaching & learning science topics. The advantages and disadvantages of these kinds of computational environments for the improvement of students' learning are discussed in details mainly with emphasis on the nature of students' beliefs, which are deeply seated and persistent. The recommendations included focus on how such environments can be designed and constructed in the near future in order to create suitable mental models for a better understanding of electrical concepts and phenomena.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: Adviser: Erica Doughty
• Keywords: Science education, Educational technology, Instructional design
• Date of Award: 1998
• Depositing User: Enlighten Team
• Unique ID: glathesis:1998-75929
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 19 Nov 2019 17:25
• Last Modified: 19 Nov 2019 17:25
• URI: https://theses.gla.ac.uk/id/eprint/75929