Background: In learning mechanics, students often believe that "force is exerted on moving objects." As this misconception called "motion implies a force" (MIF) is difficult to correct, various teaching methods have been proposed, such as showing refutational/explanatory text (Palmer & Flanagan, 1997; Takagaki, 2004),…

Background and Context: Most studies about programming misconceptions are conducted at the undergraduate and graduate levels. Since the age level for starting learning programming is getting lower, there is a need for determining programming misconceptions for younger learners. Objective: Our goal is to determine programming misconceptions and…

Background: Providing students with worked out problem solutions is a beneficial instructional technique in STEM disciplines, and studying examples that have been worked out incorrectly may be especially helpful for reducing misconceptions in students with low prior content knowledge. However, past results are inconclusive and the effects of…

Background: The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of…

Background: Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., multimedia instruction needs to be adapted to students' learning styles), which may be at odds with evidence-based teaching. Objectives: Refutation texts are a classical method to reduce misconceptions and thus to stimulate conceptual change.…

When solving a mathematical problem, students who do not have sufficient conceptual understanding may perform poorly and exhibit misconceptions. This study was aimed to examine students' conceptual understanding and significant misconceptions when solving number sense-related problems. An online three-tier diagnostic test was administered to 125…

The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the "challenging" questions, in which answers diverged,…

This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are…

Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct…

Previously assumed to be a homogenous and highly skilled group with respect to information and communications technology, the so-called Net Generation has instead been shown to possess a diverse range of technology skills and preferences. To better understand this diversity, we subjected data from 2096 students aged between 17 and 26 from three…

In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the "Exposition", a concise lecture-style presentation; (2) the "Extended Exposition", the Exposition with additional interesting information; (3) the "Refutation", the Exposition with…

Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the "digital divide" between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However,…

Discussion of visualization and animation in computer-assisted learning packages focuses on a case study of secondary students in England in an economics course. Highlights include visualization and animation as conceptual anchors; as sources of misconceptions; and the role of instructional activities. (LRW)

Described is how an iconic model building software can be used to help students gain a deeper qualitative conceptual understanding of physics concepts. The program, STELLA, links research about misconceptions and new teaching strategies with the use of modern information technology tools. (31 references) (KR)

While simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable…