Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature

By Zacharias C. Zacharia, C. P. Constantinou. 2008

162 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/02aa361e93c1e4dab5937707700aab68b7002d47

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Media Technology

Citations in the corpus

Virtual and remote labs in education: A bibliometric analysis (2016, background): “Regarding the particular advantages virtual labs have, they support experimentation about unobservable phenomena, such as thermodynamics, chemical reactions, or electricity [31, 32, 33, 34, 35, 36, 37].”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “It was found that participants learned equally across conditions (for an earlier study obtaining similar results, see Zacharia and Constantinou 2008).”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, background): “For example, in terms of general science pedagogy, a few studies (Tatli & Ayas, 2012; Yang & Heh, 2007; Zacharia & Constantinou, 2008) offered evidence that NTL were equally or more effective as/than TL at enabling use of the constructivist approach to teaching and learning, which emphasizes the…”
Handbook of Research on Learning and Instruction (2011, background): “There is emerging evidence, however, that “gender-appropriate” thought process may be disrupted when learning tasks with strong situational interest.”
Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a Virtual Lab (2013, result): “In some studies comparing learning in real labs to learning in virtual labs, equivalent learning results were found (e.g., Triona & Klahr, 2003; Zacharia & Constantinou, 2008).”