A classroom intervention using a computer‐augmented curriculum for mechanics

Abstract

A set of teaching materials was developed for the teaching of mechanics, as part of the research carried out for the 'Conceptual Change in Science' project. These incorporated a series of interactive computer simulations, associated written materials and a number of practical activities; their aim was to promote change in learners' conceptual understandings of natural physical phenomena. The materials were described in the preceding issue of this journal . This paper presents the results of an empirical evaluation undertaken over a seven-week period with a class of 29 12-to 13-year-olds. The intervention was found to promote conceptual change, in that the children displayed more sophisticated reasoning at immediate and delayed post-tests than their counterparts in comparison classes. Specifically, explanations asserting that motion implies a force in the same direction and those excluding friction as a force opposing motion were significantly less prevalent. An interesting phenomenon was observed in that both prior and goal (Newtonian) conceptions in this domain increased over the experimental period.

Situated Expertise in Integrating Use of Multimedia Simulation into Secondary Science Teaching

“…In keeping with our prior research (Hennessy et al, 1995), it seems that deliberate use of simulations employing real-world scenarios that visually challenge common everyday beliefs and hence create conceptual conflict, and using those that persist as teaching points during discussion with pupils, can be quite successful in helping both to identify learning demands (Leach & Scott, 2004) and to move children's thinking on towards a more scientific model.…”

“…Handling a physical model or employing visual aids can enhance learning during simulationsupported activity; our previous interviews with science and technology teachers indicated that "hands-on" experiences are highly valued . Moreover, rather than using the technology in isolation, the products of simulation-based activity can be explicitly linked with other class activities before, during, and after the computer-based lesson (Finlayson & Rogers, 2003;Hennessy et al, 1995). This means that practical demonstration and development of pupils' investigative skills retain some importance.…”

Science teachers' transformations of the use of computer modeling in the classroom: Using research to inform training

“…Computer-based modeling environments, suited to a variety of kinds of student, have been developed. Examples of evidence of effectiveness of use of computer models include Weaver (2000) and Hennessy et al (1995).…”

Grid-Based Virtual Laboratory Experiments for a Graduate Course on Sensor Networks

“…Knowledge construction is assisted by exploring experiments in a simulation of the real world. At the same time, experiential learning promotes a 'direct encounter' with the phenomena being studied rather than merely thinking about them [6], [9], [10].…”