Enhancing Conceptual Learning Through Computer-Based Applets: The Effectiveness and Implications

Several Canadian universities and colleges have been working together for years to build Web-accessible computer-based applets to help students learn physics concepts. This paper reports the findings from a study that evaluated the effectiveness of these applets in enhancing conceptual learning. We integrated quantitative and qualitative methods including tests, surveys, focus groups, interviews, and class observations. The data show that the computer-based applets, which were designed in the light of constructivism, were helpful in fostering conceptual learning, but they should be used in a constructivist teaching environment to be more effective. In addition, based on this study, some suggestions will be given on the use of instructional technology in teacher education.

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