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

Sarantos Psycharis; Georgios Chalatzoglidis; Michail Kalogiannakis

doi:10.12973/eurasia.2013.912a

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

Full Text (PDF)

Sarantos Psycharis ¹ ^* , Georgios Chalatzoglidis ², Michail Kalogiannakis ³

More Detail

¹ Liverpool Hope University, UK² Secondary Education Teacher, GREECE³ University of Crete, GREECE^* Corresponding Author

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

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 9, Issue 1, 2013, 11-21

https://doi.org/10.12973/eurasia.2013.912a

Publication date: 27 Jan 2013

Article Views: 4563

Article Downloads: 2173

Open Access References How to cite this article

References

Abdullah, S., & Shariff, A. (2008). The Effects of InquiryBased 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.
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.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, Κ. (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%20styl es%20by%20Coffield%20e.a..pdf (Accessed 10 Dec 2012).
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.
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.
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.
Dertouzos, M. (1995). What Will Be in the New Century? San Francisco: Harper Edge.
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.
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
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, New Jersey: Lawrence Erlbaum Associates.
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
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_Sab ineGraf.pdf (Accessed 10 Dec 2012).
Hestenes, D. (1999). The scientific method. American Journal of Physics, 67, 273-276.
Hughes, G. (2007). Using blended learning to increase learner support and improve retention. Teaching in Higher Education, 12(3), 349-363.
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.
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.
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).
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 Dec 2012)
Katsamani, M., Retalis, S., & Boloudakis, M. (2012). Designing a Moodle course with the CADMOS learning design tool, Educational Media International, 49(4), 317- 331.
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.
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.
Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
Lee, Y., & Law, N. (2001) Explorations in promoting conceptual change in electrical concepts via ontological category shift. International Journal of Science Education, 23(2), 111-149.
Lijnse, P. (2006). Models of /for Teaching Modeling. In E. van de Berg, T. Ellermeijer & O. Slooten (Eds). Proceedings of the GIREP Conference: Modeling in Physics and Physics Education, (pp. 20-33). Amsterdam, Netherlands, 20-25 August 2006. Available at: http://home.medewerker.uva.nl/o.slooten/bestanden/ Girep%20Proceedings%20CD.pdf (Accessed 10 Dec 2012).
Limon, M., & Mason, L. (2002). Reconsidering Conceptual Change: Issues in Theory and Practice. Dordrecht, The Netherlands: Kluwer.
Manochehr, N.-N. (2006). The Influence of Learning Styles on Learners in E-Learning Environments: An Empirical Study. Computers in Higher Education Economics Review, 18(1), 10-14.
Martin-Blas, T., & Serrano-Fernandez, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in Physics. Computers & Education, 52(1), 35-44.
Martin-Blas, T., & Serrano-Fernandez, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in Physics. Computers & Education, 52(1), 35-44.
McDermott L. C., &Shaffer, P. S. (1992) Research as a guide for curriculum development: an example from introductory electricity. Part I: investigation of student understanding. American Journal of Physics, 60(1992), 994- 1013.
McGill, T. J., & Hobbs, V. J. (2008). How students and instructors using a virtual learning environment perceive the fit between technology and task. Journal of Computer Assisted Learning, 24(3), 191-202.
Osborne, R. (1983) Towards modifying children’s ideas about electric current. Research in Science and Technological Education, 1(1), 73-82.
Osborne, R. & Freyberg, P. (1985). Learning in Science. London, Heinemann
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233.
Planinic M., Boone W.-J., Krsnik R., & Beilfuss M. (2006). Exploring alternative conceptions from Newtonian dynamics and simple DC circuits: links between item difficulty and item confidence. Journal of Research in Science Teaching, 43(2), 150-171.
Psillos, D., & Niedderer, H. (Eds.) (2002). Teaching and learning in the science laboratory, The Netherlands: Kluwer Academic Publishers.
Psycharis, S. (2009). Information and Communication Technologies (ICT) introduction to Education - ICT Pedagogic Applications. Athens: Edition Papazisis (in Greek).
Psycharis, S. (2011). The Computational Experiment and its Effects on approach to Learning and Beliefs on Physics, Computers & Education, 56(3), 547-555.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., WalbergHenriksson, H., & Hemmo, V. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe. European Commission: High Level Group on Science Education.
Saadé, G., Nebebe, F., & Tan, W. (2007). Viability of the technology acceptance model in multimedia learning environments: Comparative study. Interdisciplinary Journal of Knowledge and Learning Objects, 3(2007), 175-184.
Selim, H. M. (2003). An empirical investigation of student acceptance of course web sites, Computers & Education, 40(4), 343-360.
Shepardson, D. P. & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders’ frameworks for understanding electric circuits. International Journal of Science Education 21(1), 77-94.
Shipstone, D. M. (1985). Electricity in simple circuits. In R. Driver, E. Guesne & A. Tiberghien (Eds.) Children's ideas in science (pp. 33-51). Philadelphia: Open University Press.
Shipstone, D. M. (1984). A study of children’s understanding of electricity in simple DC circuits. European Journal of Science Education, 6(2), 185-198.
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers and Education, 44(3) 343-355.
Solomonidou, C., & Kakana, D. M. (2000). Preschool Children’s Conceptions About the Electric Current and the Functioning of Electric Appliances. European Early Childhood Education Research Journal, 8(1), 95-107.
Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and case study. Computers & Education, 34(2), 119-140.
Tselios, N., Avouris, N., & Komis, V. (2008). The effective combination of hybrid usability methods in evaluating educational applications of ICT: Issues and challenges. Education and Information Technologies, 13(1), 55-76.
Uribe-Tirado, A., Melgar-Estrada, L.-M., & BornacellyCastro, J.-A. (2007). Moodle learning management system as a tool for information, documentation, and knowledge management by research groups. Profesional de la Información, 16(5), 468-474.
Watson, W. R., & Watson, S. L. (2007). An argument for clarity: What are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34.
Weller, M., Pegler, C., & Mason, R. (2005). Students’ experience of component versus integrated virtual learning environments. Journal of Computer Assisted Learning, 21(4), 253-259.

How to cite this article

APA

Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 11-21. https://doi.org/10.12973/eurasia.2013.912a

Vancouver

Psycharis S, Chalatzoglidis G, Kalogiannakis M. Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students. EURASIA J Math Sci Tech Ed. 2013;9(1):11-21. https://doi.org/10.12973/eurasia.2013.912a

AMA

Psycharis S, Chalatzoglidis G, Kalogiannakis M. Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students. EURASIA J Math Sci Tech Ed. 2013;9(1), 11-21. https://doi.org/10.12973/eurasia.2013.912a

Chicago

Psycharis, Sarantos, Georgios Chalatzoglidis, and Michail Kalogiannakis. "Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 1 (2013): 11-21. https://doi.org/10.12973/eurasia.2013.912a

Harvard

Psycharis, S., Chalatzoglidis, G., and Kalogiannakis, M. (2013). Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), pp. 11-21. https://doi.org/10.12973/eurasia.2013.912a

MLA

Psycharis, Sarantos et al. "Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 1, 2013, pp. 11-21. https://doi.org/10.12973/eurasia.2013.912a