caa a22 4500 463209907 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20071101xx s 000 0 eng 10.1007/s11251-007-9017-6 doi (NATIONALLICENCE)springer-10.1007/s11251-007-9017-6 Conceptual change through vicarious learning in an authentic physics setting [Elektronische Daten] [Derek Muller, Manjula Sharma, John Eklund, Peter Reimann] 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. Springer Science+Business Media, Inc., 2007 Conceptual change nationallicence Physics education research nationallicence Educational dialogue nationallicence Multimedia nationallicence Socratic dialogue nationallicence Vicarious learning nationallicence Muller Derek Sydney University Physics Education Research Group, School of Physics, University of Sydney, Physics Building (A28), 2006, Sydney, NSW, Australia aut Sharma Manjula Sydney University Physics Education Research Group, School of Physics, University of Sydney, Physics Building (A28), 2006, Sydney, NSW, Australia aut Eklund John Access Testing Centre, 112 Alexander Street, 2065, Crows Nest, NSW, Australia aut Reimann Peter Computers and Cognition (CoCo), Faculty of Education and Social Work, University of Sydney, 2006, Sydney, NSW, Australia aut Instructional Science Springer Netherlands 35/6(2007-11-01), 519-533 0020-4277 35:6<519 2007 35 11251 https://doi.org/10.1007/s11251-007-9017-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-007-9017-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Muller Derek Sydney University Physics Education Research Group, School of Physics, University of Sydney, Physics Building (A28), 2006, Sydney, NSW, Australia aut NATIONALLICENCE 700 1- Sharma Manjula Sydney University Physics Education Research Group, School of Physics, University of Sydney, Physics Building (A28), 2006, Sydney, NSW, Australia aut NATIONALLICENCE 700 1- Eklund John Access Testing Centre, 112 Alexander Street, 2065, Crows Nest, NSW, Australia aut NATIONALLICENCE 700 1- Reimann Peter Computers and Cognition (CoCo), Faculty of Education and Social Work, University of Sydney, 2006, Sydney, NSW, Australia aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/6(2007-11-01), 519-533 0020-4277 35:6<519 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer