Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils

Autor/inn/en	Chekour, Mohammed; Seghroucheni, Yassine Zaoui; Tadlaoui, Mouenis Anouar; Hafid, Moulay Mustapha
Titel	Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils
Quelle	In: Journal of Turkish Science Education, 19 (2022) 4, S.1119-1134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chekour, Mohammed) ORCID (Seghroucheni, Yassine Zaoui) ORCID (Tadlaoui, Mouenis Anouar) ORCID (Hafid, Moulay Mustapha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; Teaching Methods; Electronic Equipment; Concept Formation; Energy; Foreign Countries; Science Instruction; COVID-19; Pandemics; Simulation; Science Laboratories; Comparative Analysis; Multiple Choice Tests; Science Tests; High School Students; Physics; Taxonomy; Morocco + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Gerät; Concept learning; Begriffsbildung; Energie; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Simulation program; Simulationsprogramm; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Taxonomie; Marokko
Abstract	Teaching physical science has been challenging for educators for quite some time, and with the COVID-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the "Simulation Program with Integrated Circuit Emphasis" simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01