IJESE

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Research Article

Effects of using historical microworlds on conceptual change: a p-prim analysis

Steve Masson¹* and Marie-Francoise Legendre²

¹Université du Québec à Montréal, Montréal, Canada

²Université Laval, Canada

Email: steve.masson@mac.com

*Correspondence to Département d’éducation et pédagogie, Université du Québec à Montréal, Montréal, Canada

Abstract

This study examines the effects of using historical microworlds on conceptual change in mechanics. Historical microworlds combine history of science and micro world through a computer based interactive learning environment that respects and represents historic conceptions or theories. Six grade 5 elementary students participated individually to five semi-directed interviews of forty-five minutes each where they interacted with an Aristotelian micro world, a Buridanian micro world and a Newtonian micro world. diSessa’s p-prim theory is used to analyze the conceptual dynamics that occurs when students use historical microworlds. Results show positive effects of using historical micro world on conceptual change such as (1) questioning the idea that any object in motion will eventually stop and (2) increasing the importance of contextual elements in the elaboration of explanatory models.

Received 28 April 2008; 09 June 2008

Reference

Masson, S. & Legendre, M-F. (2008). Effects of using historical microworlds on conceptual change: a p-prim analysis, International Journal of Environmental & Science Education, 3(3), 115-130.