Model development in scientific discovery learning with a computer-based physics task |
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| Affiliation: | 1. Department of Psychology, Goethe-University, Theodor-W.-Adorno-Platz 6, D-60629 Frankfurt, Germany;2. School of Psychology, University of Sydney, Brennan MacCallum Bldg, A18, Sydney, NSW, 2006 Australia;3. Institute of Mathematics, University Potsdam, Am Neuen Palais 10, D-14469 Potsdam, Germany;1. Department of Electrical and Computer Engineering, University of Minnesota, Minneapolis, MN, USA;2. Oracle, Santa Clara, CA, USA;1. Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan;2. Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan;3. Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan;1. Leibniz-Institut für Wissensmedien, 72076, Tuebingen, Germany;2. FB3 Mathematics/Computer Science, University of Bremen, 28359, Bremen, Germany;1. Department of English Language and Translation, King Saud University, Riyadh, Saudi Arabia;2. Information Technology Department, King Saud University, Riyadh, Saudi Arabia;3. College of Languages & Translation, King Saud University, Riyadh, Saudi Arabia;4. College of Computer and Information Sciences, King Saud University, Riyadh, Saudi Arabia |
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| Abstract: | Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students’ use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL. |
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| Keywords: | Scientific discovery learning Multiple problem spaces Computer simulations Physics concepts Misconceptions Conceptual change |
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