期刊名称：International Journal of Computer and Information Technology
印刷版ISSN：2279-0764
出版年度：2014
卷号：3
期号：5
页码：1015
出版社：International Journal of Computer and Information Technology
摘要：Information and Communication Technologies (ICT) in teaching and learning physics is a very active field of research and innovation, where learning is understood to be meaningful and grasping multiple linked representation rather than rote memorization, a great amount of literature offering a wide range of theories, learning approaches, methodologies and interpretations, are generally stressing the potentialities for teaching and learning using ICT. Despite the utilization of new learning approaches with ICT, students experience difficulties in learning concepts relevant to understanding electricity concepts, much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. Many questions that might arise in this regard: to what extent does the use of ICT help students in the process of understanding and solving tasks or problems. Is it possible to identify what aspects or features of students' electricity concepts learning can be enhanced by the use of technology. This paper will highlight the interest of the integration of information and communication technologies (ICT) into the teaching and learning of electricity concepts, it aims to investigate the effect of three instructional methods (blended self-based learning (BSBL), blended collaborative learning (BCL), and usual learning on students' acquiring electricity concepts. Results reveal that acquiring electricity concepts evolve as students engage with ICT – rich environments and learn cooperatively.
