Summary: The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory
Title: “The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory”
Name: Scott Simpson
Date: 2009.08.13

Reference: Stern, L., Barnea, N., and Shauli, S. (2008). The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory. Journal of Science Education and Technology [print and online serial], 17:305–315. Retrieved August 12, 2009 from http://www.springerlink.com/content/03x7306pn0335410/fulltext.html via EBSCO.

Problem: The study sought to discover whether there was an appreciable difference in understanding and retention of the Kinetic Molecular Theory between seventh-grade students who were taught with standard lecture and those who were instructed by means of a computerized software model of the theory. The authors were also interested to discover whether there was a difference in understanding and retention between the genders. The authors noted that the Kinetic Molecular Theory was both a widely taught and generally difficult module in the standard science curriculum throughout Israel.

Context: 133 seventh-grade students at two schools in northern Israel participated in the study. The dates of the study are not explicitly stated.

The students were given pre- and post-tests, and roughly half (71) participated in study via a computer software model. The remaining students (62) studied a standard curricular unit. Both the experimental and control group students were distributed throughout the classes of three teachers at two schools. All students received thirty periods of instruction in a classical lecture, seven more in a related unit, and the experimental group received three class periods of study with the computer software model.

Findings: The authors found that the students in the experimental group scored significantly higher on the post-test than those in the control group.  No significant difference was observed in the scores of students of different genders, regardless of whether they were in the experimental or control groups.

In a second test administered a year later, the authors found that both groups of students scored rather low on retention of the information presented, though the experimental group scored slightly higher overall.

Recommendations: It would appear that in the short term, retention and understanding of scientific concepts improves with exposure to computer software model. The authors note that a year later, students that participated in the experimental group remembered the simulation software even if they did not recall facts and concepts at a significantly greater level than students in the control group. As a one-off opportunity, the software model impacted the student’s learning positively. This increased level of education could be continued if software models and other computer-mediated education methods were used throughout the students’ academic careers.