Re: [Phys-l] The attack on science is political, not philosophical

["John M Clement" <clement@hal-pc.org>]

As I recall it was in Am Jour Physics.  However it also available in 
PRST, which is free to read online.
http://prst-per.aps.org/
There was also an article as I recall in JRST (Jour Research in Sci 
Teaching) that doing a virtual dissection enabled students to be much 
more successful in a real dissection.

One important variable is whether the physical situation is too 
confusing compared to a simulatin.  Often physical labs have features 
that are mistaken by students as being important.  But in a simulation 
the situation can be simpler and easier to understand.

John M. Clement
Houston, Tx


 
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Abstract/Title: simulation

Journals
Phys. Rev. ST Phys. Educ. Res. ⊗
Category
Year
2005 (1)
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❖ 2004 and later content is hosted outside of PROLA.  1.  When 
learning about the real world is better done virtually: A study of 
substituting computer simulations for laboratory equipment
N. D. Finkelstein, W. K. Adams, C. J. Keller, P. B. Kohl, K. K. 
Perkins, N. S. Podolefsky, S. Reid, and R. LeMaster
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This paper examines the effects of substituting a computer simulation 
for real laboratory equipment in the second semester of a large-scale 
introductory physics course. The direct current circuit laboratory was 
modified to compare the effects of using computer simulations with the 
effects of using real light bulbs, meters, and wires. Two groups of 
students, those who used real equipment and those who used a computer 
simulation that explicitly modeled electron flow, were compared in 
terms of their mastery of physics concepts and skills with real 
equipment. Students who used the simulated equipment outperformed 
their counterparts both on a conceptual survey of the domain and in 
the coordinated tasks of assembling a real circuit and describing how 
it worked.

Phys. Rev. ST Phys. Educ. Res. 1, 010103 (2005)
Cited 2 times
 
 


> As a teacher who employs both simulated and real experiments, I'd 
> like to see a reference that the latter works better. Do you recall 
> where you read that, John?
> skip