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Direct linkDarrah, Marjorie; Humbert, Roxann; Finstein, Jeanne; Simon, Marllin; Hopkins, John – Journal of Science Education and Technology, 2014
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an…
Descriptors: College Science, Physics, Science Laboratories, Introductory Courses
Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria – Journal of Science Education and Technology, 2013
The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop…
Descriptors: Motion, Scientific Concepts, Concept Teaching, Virtual Classrooms
Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari – Journal of Science Education and Technology, 2008
The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or…
Descriptors: Mathematical Models, Effect Size, Virtual Classrooms, Grade 7
