Journal of Science Education and Technology

, Volume 26, Issue 2, pp 151–160 | Cite as

Evaluating the Effectiveness of Physlet-Based Materials in Supporting Conceptual Learning About Electricity

  • Simon Ülen
  • Ivan Gerlič
  • Mitja Slavinec
  • Robert Repnik
Article

Abstract

To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.

Keywords

Physics’ teaching Conceptual learning about electricity Physlets Physlet-based materials 

Notes

Acknowledgement

The authors are grateful to the 4-year high school Gimnazija Franca Miklošiča Ljutomer, where this research was carried out. The authors would also like to acknowledge the support of the members of the Department of Physics at the Faculty of Natural Sciences and Mathematics Maribor and the support of the members of the Department of Basic Pedagogical Studies at the Faculty of Education from the University of Maribor, for their thoughtful contributions to this study. Finally, the authors are also very grateful to the reviewers of this article for their thoughtful suggestions that contributed to the composition of this article.

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Faculty of Natural Sciences and MathematicsUniversity of MariborMariborSlovenia

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