Journal Menu
Submit Manuscript via ScholarOne

EURASIA Journal of Mathematics, Science and Technology Education
Volume 9, Issue 1 (February 2013), pp. 11-21

DOI: 10.12973/eurasia.2013.912a

Downloaded 1397 times.

Research Article

Published online on Jul 01, 2016

How to reference this article?

 

Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students

Sarantos Psycharis, Georgios Chalatzoglidis & Michail Kalogiannakis

Abstract

The purpose of this study was to investigate the role of e-learning, as a pedagogical tool, for changing initial conceptions when learning about physics by using the learning management System of the Moodle platform. Our study provides an empirical exploration of the pedagogical use of Moodle Learning Management System (LMS) in order to investigate a) the change of students’ conception of fundamental issues in electricity and b) their attitudes towards the use of this LMS system. Analysis of questionnaire data shows a slight improvement in students’ performance and this difference is associated with participants’ conceptual understanding. Students had strong attitudes towards blended learning but this was not reflected upon their intention to further use the LMS, as expressed in responses to the TAM’s questionnaire.

Keywords: science education, blended learning, e-learning, Moodle, TAM, LMS


References
  1. Abdullah, S., & Shariff, A. (2008). The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws. Eurasia Journal of Mathematics, Science &Technology Education, 4(4), 387-398.
  2. Alonso, F., López, G., Manrique, D., & Vines, J. M. (2005) An instructional model for Web-based  e-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217–235.
  3. Coffield, F., Moseley, D., Hall, E., & Ecclestone, ?. (2004) Learning styles and pedagogy in post-16 learning, A systematic and critical review. Learning and skills research center. London: Learning and Skills Research Centre. Available at: http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf (Accessed 10 Dec 2012).
  4. Cohen R., Eylon B., & Ganiel U. (1983) Potential difference and current in simple electric circuits: a study of students’ concepts. American Journal of Physics, 51, 407-412.
  5. Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results, Doctoral Dissertation, Cambridge-MA: MIT, Sloan School of Management.
  6. Davis, F. D. (1993). User Acceptance of information technology: System characteristics, user perceptions and behavioral impacts, International Journal Man-Machine Studies, 38(3), 475-487.
  7. Dertouzos, M. (1995). What Will Be in the New Century? San Fransisco: Harper Edge.
  8. Dougiamas, M., & Taylor, P. C. (2003). Moodle: using learning communities to create an open source course management system. Paper presented at ED-MEDIA 2003. Honolulu, Hawaii, USA.
  9. Driver, R., & Easley, J. (1978). Pupil and paradigms: a review of the literature related to concept development in adolescent science students. Studies in Science Education, 5(1), 61-84. doi: 10.1080/03057267808559857
  10. Duit, R. (1995). The constructivist view: A fashionable and fruitful paradigm for science education teaching research and practice. In L. Steffe & J. Gale (Eds.) Constructivism in Education (pp. 271-285). Hillsdale, NJ: Lawrence Erlbaum Associates.
  11. Garrison, R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc. 2004.02.001
  12. Graf, S. (2007). Adaptivity in Learning Management Systems Focusing on Learning Styles. Ph.D. Thesis. Vienna University of Technology. Available at: http://sgraf.athabascau.ca/publications/ PhDthesis_SabineGraf.pdf  (Accessed 10 Dec 2012).
  13. Hestenes, D. (1999). The scientific method. American Journal of Physics, 67, 273-276.
  14. Hughes, G. (2007). Using blended learning to increase learner support and improve retention. Teaching in Higher Education, 12(3), 349-363.
  15. Jaakkola, T., & Nurmi, S. (2008). Fostering Elementary School Students' Understanding of Simple Electricity by Combining Simulation and Laboratory Activities. Journal of Computer Assisted Learning, 24(4), 271-283.
  16. Kalogiannakis, M. (2010). Training with ICT for ICT from the trainer’s perspective. A Greek case study. Education and Information Technologies, 15(1), 3-17.
  17. Kalogiannakis, M., & Lantzaki, A. (2012). Teaching electricity in preschool education: a dilemma under negotiation with the use of ICT. Exploring the world of child, Journal of the World Organisation for Early Childhood Education (O.M.E.P.), 11a, 11-21 (in Greek).
  18. Kanninen, E. (2008) Learning styles in virtual learning environments. Master of Science Thesis. Tampere University of Technology. Available at: http://hlab.ee.tut.fi/video/bme/evicab/astore/ delivera/wp4style.pdf  (Accessed 10 December 2012)
  19. Katsamani, M., Retalis, S., & Boloudakis, M. (2012).Designing a Moodle course with the CADMOS learning design tool, Educational Media International, 49(4), 317-331.
  20. Kear, K. L., & Heap, N. W. (2007). ‘Sorting the wheat from the chaff’: Investigating overload in educational discussion systems. Journal of Computer Assisted Learning, 23(3), 235-247.
  21. Kidney, G., Cummings, L., & Boehm, A. (2007). Toward a Quality Assurance Approach to e-Learning Courses. International Journal on E-Learning, 6(1), 17-30.