Abstract
Students' conceptions of three major artificial intelligence concepts used in the modeling of systems in science, fuzzy logic, neural networks, and genetic algorithms were investigated before and after a higher education science course. Students initially explored their prior ideas related to the three concepts through active tasks. Then, laboratories, project work, use of computer modeling of scientific systems, and cooperative group work were used to help students construct key characteristics of each concept. Finally, they applied each concept in contexts different from that in which it had been previously studied. In postcourse interviews using a set of scenarios for each of the major course concepts, 49% of students' applications included key characteristics of the concepts studied versus an application of 5% in precourse interviews. Students' post interview applications were inconsistent even though they were more frequent, indicating a state of transition in their conceptual change. Applications were most consistent when used with scenarios deemed very familiar to the students, indicating the effects of context in conceptual change.
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