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The purpose of this study was to investigate students’ experimental skills and attitudes after conducting simulations and physical experiments when administrating simulations, distinct feedback strategies and various instructional strategies intervened. A 2×2 (feedback strategy × instructional strategy) quasi-experimental research design was employed to investigate the relationship between the dependent variables (experimental skills and attitudes) and independent variables (feedback strategies and instructional strategies). One hundred and forty-four junior high school students participated in this study. The participants were divided into four groups according to instructional strategies and feedback strategies. The statistics procedure of two-way ANCOVA was used to analyse the collected data. The findings showed that the effects of theoretical values as feedback in simulation on students’ experimental skills were significantly better than experimental errors as feedback in simulations when using teacher-centered instructional strategy. The effects of student-centered instructional strategy on students’ experimental skills were significantly better than teacher-centered instructional strategy when using experimental errors as feedback in simulation. However, there were no significant differences in experimental attitudes.
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