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Fysike versus virtuele manipulatieven via het digibord

Leij, L. van der (2013) Fysike versus virtuele manipulatieven via het digibord.

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Abstract:This study compared the effects of teacher-centred instruction about ‘perspectives’ with physical and virtual manipulatives on the performance of primary school students. A pre- and post-test quasi-experimental design was used, with two treatment groups. The first group (n = 19) received instruction with physical manipulatives and the second group (n = 17) received instruction with virtual manipulatives using an Interactive Whiteboard. The results of the study showed that teacher-centred instruction with both physical and virtual manipulatives had a positive effect on the performance of the students. Besides, there was a greater effect among students in the virtual manipulation group than among students in the physical manipulation group. In addition, this study assessed whether mental rotation affected the performance of the students. The results showed that students who were better at mental rotation had a higher score on the post-test, but not on the pre-test.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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