The impact of using computers as cognitive tools on grade 10 Lebanese students’ attitudes and conceptual understanding in physics -

Abstract

The purpose of this study was to investigate, using a design-based research approach, the effect of using interactive and student-centered technological tools, used as cognitive tools and digital resources (simulation mode) on students’ conceptual understanding of and attitude toward physics. In addition, the study sought to investigate students’ opinions regarding the use of computers as cognitive tools or digital resources. Thirty-nine tenth graders from two sections in a Lebanese school participated in the study. The two sections were randomly assigned to the cognitive tool group and the digital resource group during the teaching of the unit of electricity in physics. The same physics teacher-researcher taught both groups. In the digital resource group students received problems to solve, with procedures fully provided within the software, while students in the cognitive tool group were provided with the same experiment as those of the digital resource group, however, students received problems to solve and exploration space in which they designed their own plans, and tested their own hypotheses. During the implementation, the teacher provided hints, directions, coaching and feedback. Data sources for the study included an electricity knowledge test, used as a pre-test and post-test, four physics tests (each administered at the end of every chapter), and students’ responses on the computer tool. Another data source was the physics attitude scale (PAS), which was used to measure changes in students’ attitudes towards physics in both groups. Finally, student interviews were conducted in order to learn more about students’ opinions about the computer tool. Post-test results and the results of the four physics tests indicated that students in the cognitive tool group achieved significantly higher than the digital resource group regarding conceptual understanding in physics. Analysis of the results of the physics attitude scale showed that there were no significant differences in atti