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Background: Learners in the correct understanding of physics concepts express their inability, so change in the way of teaching the concepts of physics is necessary; in fact that effective training is learning materials actively involved in the construction of the mind. The aim of the present study is to study the effect of computer simulation based on constructivist approach to remove the misconception in physics course. Methods: The research procedure is quasi-experimental with pretest-posttest and control group design. The population consists of all male and female secondary school students in Yazd (2009). This research includes 216 students in 2nd grade of high school in Yazd province. The sample is randomly assigned to experimental and control groups. The data collection tool is a questionnaire, using a panel of experts to verify the validity and using Cronbach's alpha as75% to verify the reliability. For statistical analysis, software SPSS version 16 is used to examine the questions of the t-tests. Results: The results of the analysis of data using statistical t independent groups showed that. There are significant differences in the effectiveness of computer simulation based on constructivist approach which remove the misconception in physics course (df = 160.53, t =-10.45, sig = 0.00, P < 0.01). Conclusions: Based on the results of the present study, ways of presenting concepts with the help of computer simulation based on constructivist approach is an effective component to remove the misconception in physics course.

Introduction:The aim of this research was to qualitatively analyze the teaching and learning components of socio-cultural constructivism theories such as activity theory, situated learning and cognitive tools and provide a model along with workable examples that can be used by designers, educational experts, and teachers. Methods:The method of this study was qualitative content analysis. The study was conducted in 2015. Statistical population was all documents, articles, posts, and reviews written during 1991 -2014 (100 sources) related to the 3 theories of this study. The content of these resources were selected and analyzed using the purposive sampling method, which extracted categories and sub-categories of documents. Finally, the main components were coded and the conceptual model was developed based on research findings. Results:Results of the analysis led to the identification of the components of the integrated and conceptual model. The model consisted of 2 phases that include, analysis of community of practice and designing learning environment that include analysis of tool, analysis of learner, analysis of activity, and several common factors that support all of the learning environment. Conclusions:This article introduced a conceptual model for designing of situated learning, activity, and cognitive tools. It may be used in face-to-face, online, and combined environments.

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