The role of constructivist educational software on students learning regarding mechanical interaction
This paper mainly describes the role of the multimedia software package Interactions between Objects on students learning of mechanical interaction forces and Newtons laws. We designed and developed this software within social constructivism on the basis of 226 students initial conceptions (categorized in six categories), in order to help students construct appropriate knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school classes. In the softwares evaluation research 226 students (aged 1116) and 13 teachers of the classes participated. Data analysis showed students substantial learning gains with respect to their initial alternative conceptions of the six conceptual categories. Particularly, the students incorrect answers to the post-test questionnaire have perceptibly decreased (a mean of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question and the students age. Also the teachers opinions and comments enhanced softwares evaluation. The contribution of the softwares specific characteristics on students learning is discussed along with implications for designing constructivist science learning tools.
constructivism newtons laws multimedia educational software primary and secondary school assessment actionreaction forces conceptual change