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Computer Microworld Development Adapted to Children's Conceptions : a Case Study

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Computer Microworld Development Adapted to Children's Conceptions : a Case Study University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2000 Computer microworld development adapted to children's conceptions : a case study. Russell L. Couturier University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Couturier, Russell L., "Computer microworld development adapted to children's conceptions : a case study." (2000). Doctoral Dissertations 1896 - February 2014. 5386. https://scholarworks.umass.edu/dissertations_1/5386 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. COMPUTER MICROWORLD DEVELOPMENT ADAPTED TO CHILDREN'S CONCEPTIONS: A CASE STUDY A Dissertation Presented by RUSSELL L. COUTURIER Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 2000 School of Education © Copyright by Russell L. Couturier 2000 All Rights Reserved COMPUTER MICROWORLD DEVELOPMENT ADAPTED TO CHILDREN'S CONCEPTIONS: A CASE STUDY A Dissertation Presented by RUSSELL L. COUTURIER Approved as to style and content by: Beverly Woolf, Member ACKNOWLEDGMENTS This work was made possible by the efforts of many. I have been most fortunate in having an extensive support system dedicated to the completion of this effort. Specifically, I would like to thank the following people. George Forman for his foresight, humor, and creativity. Beverly Woolf for her inspiration and high standards. Paul Mei for his editorial support. The Couturier family for their tolerance and moral support. Howard Peelle for his guidance, judgment, and friendship. Vivian Marlene Couturier for her faith and encouragement s that has endured far beyond her life. t IV ABSTRACT COMPUTER MICROWORLD DEVELOPMENT ADAPTED TO CHILDREN'S CONCEPTIONS: A CASE STUDY FEBRUARY 2000 RUSSELL L. COUTURIER, B.S., SPRINGFIELD COLLEGE M.S., SPRINGFIELD COLLEGE Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Howard A. Peelle This research studied changes in ten middle school students' scientific conceptions during interaction with a computer microworld designed adaptively for exploring phases of the moon. Following direct observations of lunar phenomena, five students participated in the development of the computer microworld. The researcher implemented software design requests from the students based on their real world and microworld experience. Five different students used the final revised microworld and provided additional feedback. All sessions were transcribed and analyzed. Evidence from this case study suggests that this constructionist activity was a good catalyst for inducing conceptual change in learners -- especially the five who had considerable ownership in the software development. Implications for classroom teaching strategies and suggestions for future research are offered. v TABLE OF CONTENTS Page ACKNOWLEDGMENTS . iv ABSTRACT . v LIST OF TABLES . x LIST OF FIGURES . xi CHAPTER 1. INTRODUCTION . 1 1.1 Context . 1 1.2 Overview of Study . 5 1.3 Research Goals . 7 1.4 Research Questions . 8 1.5 Purpose of Study . 9 1.6 Limitations of Study . 9 1.7 Significance of Study . 11 2. REVIEW OF LITERATURE . 13 2.1 Overview . 13 2.2 Scientific Misconceptions . 13 2.2.1 Lunar Misconceptions . 13 2.2.2 Light and Shadow Misconceptions . 16 2.2.3 Addressing Learner Misconceptions . 18 2.3 Constructionism and Microworlds . 21 2.3.1 Constructionism . 21 2.3.2 Microworlds . 25 2.3.2.1 Microworld Design . 27 2.3.2.2 Microworld Programming . 28 2.3.2.3 Microworld Development . 30 2.3.2.4 Experts and Incidental Learning . 32 2.3.2.5 Microworlds and Conceptual Change . 33 2.4 Summary . 37 vi 3. METHODOLOGY . 39 3.1 Overview . 39 3.2 Subjects . 40 3.3 Pilot Study Procedures . 40 3.3.1 Constructivist Teaching Activity . 42 3.3.2 Microworld Design Revision 1.0 43 3.3.3 Group Interviewing Guidelines . 44 3.4 Data Collection and Analysis . 51 3.4.1 Domain Comprehension . 51 3.4.1.1 Knowledge of Light . 51 3.4.1.2 Stock Identification . 51 3.4.1.3 Lunar Perspective . 52 3.4.1.4 Interdependence of Variables . 52 3.4.2 Student Score Sheet . 53 3.4.3 Session Modeling . 55 3.4.4 Revision Table . 56 3.5 Data Reduction . 57 3.6 Analysis of Data . 60 3.7 Validity Measures . 62 4. MICROWORLD DEVELOPMENT . 63 4.1 Overview . 63 4.2 Pilot Study . 63 4.2.1 Journal Entries . 63 4.2.2 Journal Theories . 63 4.2.3 Clinical Interviewing . 65 4.3 Theory Analysis . 66 4.3.1 Obstruction Theory . 66 4.3.2 Eclipse Theory . 67 4.3.3 Refraction Theory . 70 4.3.4 Theory Explanation . 71 4.4 Constructivist Teaching Activity . 72 4.5 Group Discussion . 76 4.6 Pilot Study Summary . 78 4.7 Microworld Development Revision 1.0 79 Vll 4.7.1 Shape Exploration Module . 80 4.7.2 Outer Space Exploration Module . 83 4.7.3 Moon Phases Exploration Module . 86 4.8 Microworld Development Summary . 88 5. RESULTS . 90 5.1 Overview . 90 5.2 Microworld Analysis and Design Sessions . 90 5.2.1 Student Subject - Cal . 90 5.2.2 Student Subject - Joe . 102 5.2.3 Student Subject - Mark . 114 5.2.4 Student Subject - Roberta . 125 5.2.5 Student Subject - Norm . 137 5.3 Design Synthesis . 146 5.4 Microworld Revision 2.0 147 5.5 Sessions Overview . 148 5.5.1 Base Journal Entries . 148 5.5.2 Complex Environment . 148 5.5.3 Cognitive Dissonance . 148 5.5.4 Analogies . 149 5.5.5 Session Characteristics . 149 5.5.6 Incidental Learning . 150 5.5.7 Post Session Journal Entries . 150 6. DISCUSSION . 151 6.1 Overview . 151 6.2 Research Questions . 151 6.2.1 Question 1 . 151 6.2.1.1 Weekly Genesis of Student Learning .... 152 6.2.1.2 Inability to Disregard Beliefs ......... 156 6.2.2 Question 2 . 157 6.2.2.1 The Microworld as a Cognitive Tool .... 157 6.2.2.2 Cognitive Conflict . 161 6.2.3 Question 3 . 164 viii 6.2.3.1 Orthogonal View . 165 6.2.3.2 Additional Shapes Perspective . 167 6.2.3.3 Complex Shapes . 169 6.2.4 Question 4 . 170 6.2.4.1 Ownership . 170 6.2.4.2 Incidental Learning . 172 6.2.5 Question 5 . 174 6.2.6 Question 6 . 176 6.2.6.1 Why Use Computerization . 177 6.2.6.2 Why Not Use Computerization . 17 9 6.3 Suggestions for Further Research . 180 6.4 Implication for Teaching Strategies . 182 6.5 Significance of the Study . 184 APPENDICES A. SAMPLE JOURNAL . 187 B. CONSENT FORM . 189 C. TOOLBOOK SCRIPTING LANGUAGE . 190 BIBLIOGRAPHY . 216 IX u LIST OF TABLES Table . Page 3.1 Overall Student Scoresheet . 54 3.2 Iteration Student Worksheet . 55 3.3 Module Revision . 56 5.1 Call's Session Description . 100 5.2 Joe's Session Description . 112 5.3 Mark's Session Description . 123 5.4 Roberta's Session Description . 135 5.5 Norm's Session Description . 145 6.1 Frequency Chart of Student Conjectures . 159 6.2 Frequency Chart of Cognitive Conflicts . 162 x LIST OF FIGURES Figure . Page 3.1 Observation Sheet . 41 3.2 Constructivist Activities . 43 3.3 Research Methods . 46 3.4 Domain Model . 61 4.1 Obstruction Theory . 66 4.2 Eclipse Theory . 67 4.3 Reflection Theory . 69 4.4 Refraction Theory . 70 4.5 Prototype Application . 77 4.6 Shape Exploration Module . 81 4.7 Calagari Shapes 3D Model . 82 4.8 Outer Space Exploration Module . 83 4.9 Side View Of The Earth And Moon . 85 4.10 View Of The Moon From Mars . 85 4.11 Moon Phases Exploration Module . 86 4.12 Calagari Phases Virtual Model . 88 5.1 Multiple Shapes Perspectives . 97 5.2 Knowledge Domain Assessment . 101 5.3 Joe's Post Session 1.0 Journal Entry . 105 5.4 New Phases Module With Orthogonal View . 107 5.5 Knowledge Domain Assessment . 113 5.6 Camera Angles From Views On Earth . 121 5.7 Knowledge Domain Assessment . 124 xi 5.8 Navigational Model . 127 5.9 Roberta's Journal Entry Session 3.0 . 132 5.10 Knowledge Domain Assessment . 136 5.11 Norm's Journal Entry Session 3.0 . 143 5.12 Knowledge Domain Assessment . 146 6.1 Base Theory Frequency Chart . 152 6.2 Student Conjecture Frequency Per Session . 159 6.3 Patterns Of Cognitive Change . 175 Xll CHAPTER 1 INTRODUCTION 1.1 Context Learning science concepts through lectures, reading, and physical observations removes students from active involvement and makes abstract ideas difficult to understand (Foster, 1996). Science concepts that involve planetary orbits, seasonal changes, and lunar phenomena are commonly misunderstood. A recent study found that the majority of high school graduates could not correctly explain solar concepts associated with seasonal changes and lunar orbits (Bisard, Aron, Francek, and Nelson, 1994). Elementary textbooks often show pictures of the sun, earth, and moon forcing students to imagine concepts from a celestial viewpoint. Students may have trouble converting the "God's eye" perspective associated with textbooks to the "geocentric" perspective we experience as observers on earth when viewing lunar phenomena (Marshal,1996). Utilizing formal learning methodologies, direct observation and analysis of the moon are restricted to distinct time and spatial opportunities limiting a learner's ability to globalize scientific concepts. Computerized microworlds can assist in bridging the gap between formal learning methodologies and student-centered learning. Rieber (1992) defines computer-based microworlds 1 as a bridge between direct instruction and constructivism.
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