Abstracts - Earli

Developing potentials for learning electricity and physics in the Israeli higher education:combining computerized simulation and animation in teachingNaftaly Dov, Technion, Haifa, IsraelThe purpose of this study was to examine ways to improve and advance the potentials for learningelectricity and physics in higher education by combining computerized simulations and animationsin the teaching. Qualitative and quantitative methods of research were combined in this study. Aninnovative observation model used to conduct observations in physics classes. The participantswere Technion’s (Israel Institute of Technology) undergraduate students (N=66) in the physicsdepartment and their teachers. Questionnaires were given to students and teachers. An anonymousattitude questionnaire was given to students to determine their views and perceptions aboutcomputerized simulations and animations. Data from students and teachers was gathered throughsemi-structured interviews. In my presentation I will detail the findings relate to the mainadvantages and disadvantages of computerized simulations and animations as teaching aid inhigher education and implications of combining computerized simulation and animation inlearning and instruction processes to developing potentials for learning electricity and physics inthe Israeli higher education.P 501 September 2007 11:00 - 12:20Room: -1.63Paper SessionEducational effectivenessChair:Heinz Mandl, University of Munchen, GermanyTeaching reading strategies to students with reading disabilities: The impact of instructionalqualityFaye Antoniou, University of Thessaly, GreeceElmar Souvignier, J.W. Goethe University, Frankfurt, GermanyTeaching reading strategies is perceived to be a powerful approach towards fostering readingcompetence, especially for students with reading disabilities. However, the role of the teacher hasbeen discussed only rarely within research. The aim of our study was to analyse the impact ofteachers’ instructional behaviour on students’ learning gains. Hence, all teachers were providedwith the same strategy-oriented program in order to minimize the influence of the lessons’ content.The program "Becoming a reading-detective" was implemented to 14 fifth to seventh-gradeclassrooms. This 29-lesson program aims at enhancing reading competence through teaching fourreading strategies and one metacognitive strategy. The outlined lessons were presented as generalguidelines where the educators could adjust their personal way of teaching in order to correspondto the students’ reading level. During an academic year’s period, students’ learning gains inreading strategy knowledge were assessed within a pre-, post- and follow-up-test design. Qualityof instruction was assessed by repeated classroom observation. In particular, classroommanagement, structure, motivational quality and application of programs’ principles were rated byskilled observers. Results prove that the effectiveness of teaching reading strategy depends largelyon the instructional quality. Correlations between mean learning gains from pre- to posttest count– 830 –