The process of conceptual change in force and motion during computer-supported physics instruction

Abstract

The process of students' conceptual change was investigated during a computer-supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront stu- dents' alternative conceptions in mechanics. A conceptual test was administered as a pre-, post-, and de- layed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict-observe-explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and sci- entific conceptions from one context to another during instruction, i.e., their conceptual change was con- text dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific concep- tions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859-882, 1999