Supporting teachers in making innovative changes in the use of computer-aided practical work to support concept development in physics education

Barton, Roy (2005) Supporting teachers in making innovative changes in the use of computer-aided practical work to support concept development in physics education. International Journal of Science Education, 27 (3). pp. 345-365. ISSN 0950-0693

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Abstract

There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer‐aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils’ understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Vishal Gautam
Date Deposited:	25 Feb 2005
Last Modified:	01 Mar 2023 12:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/16473
DOI:	10.1080/0950069042000230794

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