Perasso Adunce, J. A., & Dominguez, A. (2024, June), Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47560

\bibitem{asee_peer_47560}
   Perasso Adunce, J. A., \& Dominguez, A. (2024, June), \emph{Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47560

Johanna Antonia  Perasso Adunce and Angeles Dominguez.  "Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47560 Internet.  30 Jul, 2024

\bibitem{asee_peer_47560}
  Johanna Antonia  Perasso Adunce and Angeles Dominguez.
  "Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47560 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47560
author = "Johanna Antonia  Perasso Adunce and Angeles Dominguez"
title = "Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47560}
}

TY  - CPAPER
AB  - In the evolving digital education landscape, distance learning and information technologies have significantly reshaped pedagogical practices, introducing opportunities and challenges. This study explores the adaptation of Interactive Lecture Demonstration (ILD), traditionally an in-person educational approach that enhances student engagement and understanding, for online delivery within a hybrid physics course. Specifically, it examines the implementation of a modified online ILD methodology incorporated with PhET simulations in a Chilean private university's first-year physics course, focusing on repeating students. A cross-sectional quantitative analysis was conducted with 33 out of 50 enrolled students participating. The innovative teaching strategy involved a dual-modality approach: demonstrations were introduced during in-person lectures where students made initial predictions, and online collaborative workshops using PhET simulations allowed students to test these predictions. The effectiveness of this method was assessed at the semester's end through a validated conceptual inventory test (DIRECT), aiming to gauge the students' understanding of electrical circuits. Findings indicate that while students showed an initial grasp of basic principles, they faced challenges in applying this knowledge to complex circuit configurations and differentiating between potential differences and current flows, suggesting a gap in deep conceptual understanding. This underscores the importance of targeted instructional interventions and integrating diverse educational tools to improve comprehension and application in realistic scenarios.
AU  - Johanna Antonia  Perasso Adunce
AU  - Angeles Dominguez
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Impact of PhET Interactive Simulation in a Hybrid Physics Course: The Case of Repeating Students
UR  - https://peer.asee.org/47560
ER  -