Contribution of the Use of an Educational Software to Students’ Conceptual Change about Mechanical Interactions
Christina Solomonidou, Dimitris Kolokotronis, University of Thessaly, Greece
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Mechanical interactions and their applications described by Newton's 3rd law constitute a difficult conceptual field to a large number of students as far as conceptual comprehension is concerned, aiming at the connection to the other two laws of motion. An initial research with 451 Greek students (aged 11-16 years) revealed their empirical conceptions about those concepts and informed the design and development of the educational software "Interactions between Objects" within the framework of social constructivism, aiming at transforming students' empirical ideas into scientific views, by using cognitive conflict processes and 'run my model' features. In this study, we present the transformation of students' empirical ideas, after teaching interventions with the use of the software "Interactions between Objects", and its contribution in students' conceptual change about the concept of mechanical interaction and its applications in a variety of everyday life situations of interaction between objects.
Solomonidou, C. & Kolokotronis, D. (2005). Contribution of the Use of an Educational Software to Students’ Conceptual Change about Mechanical Interactions. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1908-1915). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)