The process of students' conceptual change was investigated during a computer-supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre-, post-, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict-observe-explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms.

The purpose of this classroom study was to investigate whether and how collaborative learning at the computer fosters conceptual change. A suite of computer simulation programs was developed to confront students' alternative conceptions in mechanics. This was integrated into a 10-week physics instruction of a Grade 10 science class in a Melbourne high school. A Conceptual Test was administered to the class as a pre-, post-and delayed post-test to determine students' conceptual change. Students in the class worked collaboratively in dyads on the programs carrying out predict-observe-explain tasks according to a set of worksheets. While the dyads worked on the tasks, their conversational interactions were recorded. A range of other data were also collected at various junctures during instruction. The conversational interactions of seven dyads in the class were analysed for the mode of their collaboration using three indices: joint on-task engagement, and equality and mutuality of engagement. Their collaborative sequences were categorized as co-constructions of shared understanding or peer conflicts, and inferences were made as to whether or not these led to conceptual change. Case studies of collaboration were written up for the seven dyads. The study showed that the computer-supported collaborative learning provided students with experiences of co-construction of shared understanding and peer conflicts which led to conceptual change for those who were (i) cognitively engaged in the tasks and (ii) prepared to reflect on and reconstruct their conceptions. It also showed that whilst co-construction was important, to achieve long-term and stable conceptual change this needed to be accompanied by students' personal construction and sense making of the new understanding.

No abstract

No abstract

No abstract