Conceptual change through vicarious learning in an authentic physics setting |
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| Authors: | Derek A Muller Manjula D Sharma John Eklund and Peter Reimann |
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| Institution: | (1) Sydney University Physics Education Research Group, School of Physics, University of Sydney, Physics Building (A28), Sydney, NSW, 2006, Australia;(2) Access Testing Centre, 112 Alexander Street, Crows Nest, NSW, 2065, Australia;(3) Computers and Cognition (CoCo), Faculty of Education and Social Work, University of Sydney, Sydney, NSW, 2006, Australia |
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| Abstract: | Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account
students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine
how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative
conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical
phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic,
and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an
expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments
and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. |
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| Keywords: | Conceptual change Physics education research Educational dialogue Multimedia Socratic dialogue Vicarious learning |
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