Erratum to: Effect of Current Electricity Simulation Supported Learning on the Conceptual Understanding of Elementary and Secondary Teachers |
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| Authors: | David Devraj Kumar P V Thomas John D Morris Karen M Tobias Mary Baker and Trudy Jermanovich |
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| Institution: | (1) College of Education, Florida Atlantic University, 2912 College Avenue, Davie, FL 33314, USA;(2) Thin Film Lab, Mar Ivanios College, Trivandrum, 695015, India;(3) Sheridan Technical Center, 5400 Sheridan Street, Hollywood, FL 33021, USA;(4) School Board of Broward County, 600 SE 3rd Avenue, Fort Lauderdale, FL 33301, USA |
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| Abstract: | This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. |
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