|
|
|
|
|
Article de revue:
|
ID no. (ISBN etc.): 0266-4909
|
Clé de citation BibTeX: Li2006
|
|
Li, S. C., Law, N., & Lui, K. F. A. (2006). Cognitive perturbation through dynamic modelling: A pedagogical approach to conceptual change in science. Journal of Computer Assisted Learning, 22(6), p. p405.
Ajoutée par: Lynda Taabane 2008-02-15 13:18:33
|
|
|
Catégories: Full text, Représentations naives, général
Descripteurs: Computer Simulation; Science Education; Concept Formation; Models; Theories; Inquiry; Scientific Concepts; Teaching Methods; Educational Technology; Computer Software; Computer Assisted Instruction; Science Instruction; Misconceptions
Auteurs: Law, Li, Lui
Collection: Journal of Computer Assisted Learning
|
Nombre de vues: 269
Popularité: 24.41%
|
|
|
|
|
Résumé
While simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment WorldMaker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more
Ajoutée par: Lynda Taabane
|
|
Informations supplémentaires en ligne :
|
|
|
|
|
|
|
|
|
|
|
Idées
pdf dispo
Ajoutée par: Lynda Taabane
|
|
|
