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Viewing report
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Using a computer simulation to promote conceptual
understanding. Edition No. 1
VDM Publishing House, April 2009, Pages: 172
An Isreali cognitive psychologist Reuven Feuerstein
holds the opinion that teaching of humans
best occurs when the learning experience is mediated
by fellow human beings. The main reason for
this being reciprocation. Computers are incapable of
empathy and cannot therefore reciprocate any
emotions that a learner expresses.
However, computers are finding their way into the
learning environment. Their guises are
many and varied. These include laptops, cellphones
and ipods. However much I respect Feuerstein and
agree with his sentiments, I felt it was imperative
that we begin to explore to what extent the use of
technology could be a positive influence within our
teaching and learning environments.
This work explored using the computer as a tool to
challenge science learners in order that they might
become aware of their own misconceptions in
electricity. The aim was to see if by interacting
with a computer simulation (PLAB) the learners would
reach the stage of cognitive dissonance and
eventually relinguish their naive conceptions. Their
conceptual understanding of electricity was
monitored throughout the intervention process.
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