Impact of Digital and Physical Model Representations on Conceptual Understanding in a Remote Teaching Environment (Poster 15)

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session

Abstract

The investigation examined the use of digital and physical three-dimensional biochemistry modeling on conceptual understanding of graduate-level non-science learners who were remotely taught. The COVID-19 Pandemic distanced students from their typical instructional tools limiting pedagogical options. The preliminary results must be viewed cautiously; however, dependent t–tests revealed significant differences between pre-test (M = 3.46, SD = 2.25) and post-test scores (M = 5.31, SD = 2.08); t(38) = 5.53, p < .001, effect size (d =.82). A one-way ANCOVA revealed spatial ability was a covariate for the conceptual understanding as measured by the objective-based post-test score: F(1, 36) = 4.87, p = 0.03. Overall findings suggest the importance of learner-constructed models as well as spatial ability for conceptual understanding.

Authors

• Salvatore G. Garofalo, Queens College - CUNY

• Stephen Farenga, Queens College - CUNY