The use of concrete, manipulative materials and computer simulations for learning elementary school science process skills in Trinidad and Tobago
Abstract
This paper suggests that learning progresses along a mode of representation continuum from concrete to semi-concrete to abstract, translated into instructional practice as manipulation of physical objects, pictorial or graphic representation, and finally symbolic form. To determine the optimum combination of science process learning activities for primary school-children in Trinidad and Tobago, three treatment conditions were given to a sample of 28 boys and 38 girls, aged 6-9: computer only, manipulatives and computer, and manipulatives only. Findings indicate: 1) no differential effects between the use of manipulative materials and the computer, 2) a greater difference between scores of 2nd and 4th grade girls than between those of 2nd and 4th grade boys, and 3) 4th grade scores were significantly higher than 2nd grade scores on both Design Recognition and Patterns scales
Description
National Association for Research in Science Teaching Conference, 60th, Washington, DC, 23-25 Apr., 1987