Effect of instruction using microcomputer simulations and conceptual change strategies on science learning

Aletta Zietsman · Peter W. Hewson

110 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Educational Methods and Outcomes Evolution and Science Education

Abstract

Abstract This article describes an investigation into the effects of instruction using microcomputer simulations and conceptual change strategies. The microcomputer program was designed in accord with a model of conceptual change to diagnose and remediate an alternative conception of velocity. Results show that, first, the microcomputer simulations are credible representations of reality, and second, that the remedial part of the program produced significant conceptual change in students holding the alternative conception.

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1963Experimental and Quasi-Experimental Designs for Research 1982Accommodation of a scientific conception: Toward a theory of conceptual change 1983Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science 1982Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy 1981A Conceptual Change Approach to Learning Science 1983Mathematics and Science Learning: A New Conception 1983Effect of instruction using students' prior knowledge and conceptual change strategies on science learning 1980Investigation of student understanding of the concept of velocity in one dimension

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1999The integration of computer simulation and learning support: An example from the physics domain of collisions 1996New trends in science education 1991Teacher awareness of student alternate conceptions about rotational motion and gravity 1995The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers 1994

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