Examining the Use of Dynamic Modeling Environment to Support Learning and Teaching of Science: A Quantitative Analysis

Classical conceptual change models have been very influential and widely accepted in science education communities. In science education, learning is often perceived as a process of conceptual development. However, a growing number of empirical studies have indicated that these classical models are inadequate to account for conceptual change in individual. In this paper, we will illustrate the use of dynamic modeling tools to facilitate conceptual change in learning evaporation. Results of our present study indicate that the use of computer supported modeling environment coupled with the appropriate pedagogical strategy is conducive to fostering conceptual change and the paths of conceptual development among students are idiosyncratic and diverse. While the qualitative component of this study has been presented in our earlier article, we will focus our discussion mainly on the quantitative part. It is apparent that the provision of appropriate cognitive perturbation through computer model building is effective in gearing students' alternative conceptions towards the scientific conceptions.