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Vinden van interactie-effecten bij onderzoekend leren met behulp van dynamische visualisaties.

Winkler, A. (2015) Vinden van interactie-effecten bij onderzoekend leren met behulp van dynamische visualisaties.

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Abstract:Aim of this study was to examine the effect of dynamic visualizations on detecting interaction-effects in sets of experiments. The study was conducted with primary school children (n=47) from one elementary school. The children were divided in a control condition and experimental condition. The children in the control condition received no intervention and two inquiry learning tasks in which they needed to interpret the main effects, irrelevant effects and interaction-effects. The children in the experimental condition watched two video’s with a dynamic representation of the interaction-effects. The students were also tested on mentioning mechanisms that referred to interaction-effects: the effect of the combination of two variables. Differences were found in the Peter task between the experimental and control group in recognizing interaction-effects. For the mechanisms there were differences found in both of the tasks. The absence of the significant difference in the Plant task may have to do with experience with the task domain and the clarity of instruction. But the both significant differences of the mechanisms show that the instruction helps them further in their way to find interaction-effects.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/68577
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