Subject: QC Physics
Year: 2023
Type: Article
Type: NonPeerReviewed
Title: THE IMPACT OF REAL AND VIRTUAL EXPERIMENTS ON THE UNDERSTANDING OF ELECTROMAGNETIC INDUCTION
Author: Gashi, Almenda
Author: IZAIRI, Neset
Author: Ajredini, Fadil
Abstract: In this research, we investigate the advantages and disadvantages of using real and virtual experiments in developing higher- order thinking skills. The target group was 12th-grade high school students (American System) conducted over three years 2019/2022/2023. The students were divided into three groups (classes): Virtual group, Real group, and Traditional group which were selected spontaneously. Real experiments were included in the classes of the Real group, virtual experiments were included in the classes of the Virtual group and traditional direct teaching was used in the Traditional group. The virtual experiments can make the invisible things visible, by using PHET Simulations. This feature influences the students' understanding. On this basis, the students in the Virtual group have better answers and explanations than the ones in the Real group. The students in the real group compensate for the lack of visualization with the use of formulas, which in many times leads them to an incorrect answer. On the other hand, the research reveals that the students from the Real group can apply the acquired knowledge better than the ones in the Virtual group. The traditional group has a better understanding of the calculation part, but less in practical observation. However, the three methods are complementary in student’s knowledge and skills.
Publisher: Faculty of Natural Sciences and Mathematics
Relation: https://eprints.unite.edu.mk/1496/
Identifier: oai:eprints.unite.edu.mk:1496
Identifier: https://eprints.unite.edu.mk/1496/1/JNSM%202023-14-20.pdfIdentifier: Gashi, Almenda and IZAIRI, Neset and Ajredini, Fadil (2023) THE IMPACT OF REAL AND VIRTUAL EXPERIMENTS ON THE UNDERSTANDING OF ELECTROMAGNETIC INDUCTION. Journal of Natural Sciences and Mathematics of UT, 8 (15-16). pp. 14-20. ISSN 2545-4072
