Mark Windschitl|Thomas André
Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs
University of Washington|Iowa State University
learners enter classroom informal ideas alternative conceptions scientific phenomena ideas affect corresponding scientific explanations learned addition students epistemological beliefs concerning learning influence achievement study investigated effects constructivist versus objectivist learning environment college students conceptual change using computer simulation human cardiovascular system instructional tool study also investigated interaction constructivist versus objectivist learning situations students epistemological beliefs constructivist approach resulted significantly greater conceptual change objectivist approach 2 6 commonly held alternative conceptions 4 6 areas showed significant differences treatment group important however treatment interacted significantly epistemological beliefs individuals advanced epistemological beliefs learned constructivist treatment individuals less developmentally advanced beliefs learned objectivist treatment 1998 john wiley sons inc j res sci teach 35 145160 1998