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 Newton’s 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 software’s evaluation research 226 students (aged 11–16) 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 software’s evaluation. The contribution of the software’s specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning tools.

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