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ERIC Number: ED348935
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: 0
Computers and Conceptual Change.
A systematic study was conducted with a group of 10- to 12-year-olds using computer assisted instruction in a unit on fire which included a computer simulation of combustion. Three research questions were addressed to learn more about how the computer experience challenged the students' preconceptions: what the students thought the computer knew, what they knew about burning, and how they learned from the computer. Sixteen students were interviewed about the actual study of combusion (by putting candles in jars) and the simulation of this process on the computer, and their attitudes toward classroom experiments versus computer simulation were noted. The students' responses were analyzed to examine the interaction between real and simulated science experiments and ways in which each can be used to stimulate concept formation and conceptual development in science. Results indicate that teaching methods that rely solely on computer simulation may overlook the fact that students have preconceptions concerning science which must be addressed in order for learning to occur. It is concluded that, although simulations can contribute to conceptual change, they must be used in conjunction with traditional teaching methods. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Technology and Education (9th, Paris, France, March 1992).