The effectiveness of using multimedia computer simulations coupled with social constructivist pedagogy in a college introductory physics classroom.

摘要

Electricity and Magnetism is legendarily considered a subject incomprehensible to the students in the college introductory level. From a social constructivist perspective, learners are encouraged to assess the quantity and the quality of prior knowledge in a subject domain and to co-construct shared knowledge and understanding by implementing and building on each other's ideas. They become challenged by new data and perspectives thus stimulate a reconceptualization of knowledge and to be actively engaged in discovering new meanings based on experiences grounded in the real-world phenomena they are expected to learn. This process is categorized as a conceptual change learning environment and can facilitate learning of E & M. Computer simulations are an excellent tool to assist the teacher and leaner in achieving these goals and were used in this study.;This study examined the effectiveness of computer simulations within a conceptual change learning environment and compared it to more lecture-centered, traditional ways of teaching E & M. An experimental and control group were compared and the following differences were observed.;Statistic analyses were done with ANOVA (F-test). The results indicated that the treatment group significantly outperformed the control group on the achievement test, F(1,54) = 12.34, p ;In conclusion, the CSI developed and evaluated in this study provided opportunities for students to refine their preconceptions and practice using new understandings. It suggests substantial promise for the computer simulation in a classroom environment.