Examining How Physical and Virtual Manipulatives Impact Kindergarten Students' Learning in Two Science Domains

• In Event: Poster Session 9
  In Poster Session: Research in Science Learning and Teaching Poster Session 2

Abstract

The purpose of this study was to investigate whether physicality (touch sensory input) is a necessity when preschoolers (n=120,mean age=5.8) learn through science experimentation, using Physical (PM) or Virtual Manipulatives (VM) in two science domains (D1:beam balance,D2:sinking/floating). The participants were randomly assigned into two conditions for D1 and into four conditions for D2 according to the type of experimentation used. Data were collected through clinical interviews (one per domain per condition) and analyzed qualitatively and quantitatively. Findings revealed that in D1,VM and PM can enhance in the same way students’ conceptual understanding, whereas in D2 VM can enhance in a better way students’ conceptual understanding than PM. Consequently, the presence of touch sensory input in science experimentation is domain dependent.

Authors

• Marios Papaevripidou, University of Cyprus

• Zacharias C. Zacharia, University of Cyprus