Compared to traditional instructional courses, classes with virtual experiments using computer simulations lead the learner's interest and how they affect academic achievement to evaluate are the purposes of this study. In 21st century, science and technology are the driving force behind the develop...
Compared to traditional instructional courses, classes with virtual experiments using computer simulations lead the learner's interest and how they affect academic achievement to evaluate are the purposes of this study. In 21st century, science and technology are the driving force behind the development of the country into the era of scientific thinking and creative problem-solving. However, physics textbooks, and indifference to the poor achievement levels, are being ignored in textbook selection to the era of scientific attitudes and skills required by the domestication. Thus, for physics classes that the students think the no-fun and even difficult, a new teaching model is required to raise their interest and achievement degree. As an alternative, computer simulation is to apply to class. In this study, first of all we identified the nature and objective of the curriculum of physics I and then selected the contents to apply the computer simulation. These are WBI (Web Based Instruction) characteristics, the advantages and disadvantages, and the role of the teacher. And we looked into the types of computer simulations and the pros and cons when applied to teaching and learning. We looked into the discovery learning that discovers concepts and principles of science, and the instruction model of discovery learning. Through the existing studies, we looked into the effects about the results of instruction using general lecture-based instruction and traditional experiment-based instruction and computer simulation. As selecting and studying the limited contents, there were a lot of restrictions of research. Thus, we tried to select the contents to apply the computer simulation by each section and look into the effects for the whole area. In order to select the simulation that applies to the real class, we compared by the class contents by searching for multiple virtual laboratory classes on the web sites. And we studied the differences of satisfaction degrees of the class using school academic achievement levels and a questionnaire through assessment questions of achievement degree after instructing the traditional class and computer-based one selected by comparative analysis. The level of academic achievement test results showed different results depending on the course content. Information relating to the electromagnetic force from the less significant difference between the two groups did not show results. Information other than the electromagnetic force in the lecture-based lessons with computer simulations showed that the results of the two groups were significant. This lesson using computer simulations to improve students' thinking can be found helpful. For results of the class satisfaction degree the positive reaction of the experimental group was significantly higher in the interested degree for class of two groups. For the degree of understanding of the class, the positive reaction of the experimental group was slightly higher. Analyzing the results the class using computer simulations lead to interesting classes of learners As a result, physics class using simulation comes to students' interest and achievement. And we think it will compensate the shortcomings of traditional experiment-based classes and instruction-based class. Furthermore, if we utilize computer simulations tailored to the learner's level, the effectiveness of class will be able to be increased.
Compared to traditional instructional courses, classes with virtual experiments using computer simulations lead the learner's interest and how they affect academic achievement to evaluate are the purposes of this study. In 21st century, science and technology are the driving force behind the development of the country into the era of scientific thinking and creative problem-solving. However, physics textbooks, and indifference to the poor achievement levels, are being ignored in textbook selection to the era of scientific attitudes and skills required by the domestication. Thus, for physics classes that the students think the no-fun and even difficult, a new teaching model is required to raise their interest and achievement degree. As an alternative, computer simulation is to apply to class. In this study, first of all we identified the nature and objective of the curriculum of physics I and then selected the contents to apply the computer simulation. These are WBI (Web Based Instruction) characteristics, the advantages and disadvantages, and the role of the teacher. And we looked into the types of computer simulations and the pros and cons when applied to teaching and learning. We looked into the discovery learning that discovers concepts and principles of science, and the instruction model of discovery learning. Through the existing studies, we looked into the effects about the results of instruction using general lecture-based instruction and traditional experiment-based instruction and computer simulation. As selecting and studying the limited contents, there were a lot of restrictions of research. Thus, we tried to select the contents to apply the computer simulation by each section and look into the effects for the whole area. In order to select the simulation that applies to the real class, we compared by the class contents by searching for multiple virtual laboratory classes on the web sites. And we studied the differences of satisfaction degrees of the class using school academic achievement levels and a questionnaire through assessment questions of achievement degree after instructing the traditional class and computer-based one selected by comparative analysis. The level of academic achievement test results showed different results depending on the course content. Information relating to the electromagnetic force from the less significant difference between the two groups did not show results. Information other than the electromagnetic force in the lecture-based lessons with computer simulations showed that the results of the two groups were significant. This lesson using computer simulations to improve students' thinking can be found helpful. For results of the class satisfaction degree the positive reaction of the experimental group was significantly higher in the interested degree for class of two groups. For the degree of understanding of the class, the positive reaction of the experimental group was slightly higher. Analyzing the results the class using computer simulations lead to interesting classes of learners As a result, physics class using simulation comes to students' interest and achievement. And we think it will compensate the shortcomings of traditional experiment-based classes and instruction-based class. Furthermore, if we utilize computer simulations tailored to the learner's level, the effectiveness of class will be able to be increased.
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