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- Teaching
- Research
| Kearney, M. (2002). Classroom Use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students’ physics conceptions. Unpublished PhD dissertation, Perth: Curtin University of Technology. |
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TABLE OF CONTENTS ACKNOWLEDGMENTS
ii |
CHAPTER 1 
INTRODUCTION |
| 1.0 Overview of chapter 1 1.1 Background to the study 1 1.2 The research questions 3 1.3 Research design 4 1.4 Significance of the study 5 1.5 Limitations and assumptions 8 1.6 Overview of thesis 12 1.7 Conclusion 12 |
| CHAPTER 2
REVIEW OF THE RELATED LITERATURE ON CONSTRUCTIVISM AND EDUCATIONAL
TECHNOLOGY IN SCIENCE EDUCATION |
| 2.0 Overview of Chapter 13 2.1 Introduction 13 2.2 Constructivism in science education 14 2.3 Overview of the field of educational technology 32 2.4 Constructivist use of computers in science education 42 2.5 Conclusion 50 |
CHAPTER 3
REVIEW OF THE RELATED LITERATURE ON ALTERNATIVE CONCEPTIONS RESEARCH IN MECHANICS |
| 3.0 Overview of Chapter 52 3.1 Introduction 52 3.2 Historical perspective 53 3.3 Contemporary studies of students’ naive beliefs in the domain of mechanics 63 3.4 Conclusion 75 |
CHAPTER 4
DEVELOPMENT OF THE COMPUTER PROGRAM USED IN THIS STUDY |
| 4.0 Overview of this chapter 76 4.1 Constructivism and educational software design 76 4.2 Computer program used in this study 78 4.3 The program as a new development in the use of the predict–observe–explain strategy in science education 90 4.4 Field testing of program 91 4.5 Conclusion 97 |
| CHAPTER 5
METHODOLOGY |
| 5.0 Overview of chapter 98 5.1 Background 98 5.2 Introduction to study 99 5.3 Participants and setting 101 5.4 Data collection and description of lessons 102 5.5 Data analysis procedures 106 5.6 Rigour of study 108 5.7 Methodological issues and dilemmas 111 5.8 Ethical issues 114 5.9 Background on class environments and student attitudes to computers 114 5.10 Conclusion 127 |
| CHAPTER 6
THE STUDENTS’ LEARNING CONVERSATIONS AT THE COMPUTER |
| 6.0 Overview of Chapter 128 6.1 Assertion 1 128 6.2 Assertion 2 136 6.3 Assertion 3 141 6.4 Assertion 4 146 6.5 Conclusion 150 |
| CHAPTER 7
THE STUDENTS’ PERSONAL SCIENCE VIEWS ELICITED THROUGH THEIR ENGAGEMENT
WITH THE PROGRAM 152 |
| 7.0 Overview of Chapter 152 7.1 Assertion 1 153 7.2 Assertion 2 155 7.3 Conclusion 175 |
| CHAPTER 8
TEACHER AND STUDENT PERCEPTIONS OF THEIR USE OF THE MULTIMEDIA-SUPPORTED
POE TASKS |
| 8.0 Overview of Chapter 177 8.1 Assertion 1 177 8.2 Assertion 2 181 8.3 Assertion 3 189 8.4 Conclusion 193 |
| CHAPTER 9
SUMMARY AND CONCLUSIONS |
| 9.0 Overview of chapter 196 9.1 Introduction 196 9.2 Summary and discussion of findings 197 9.3 Implications and recommendations for practice 203 9.4 Limitations 208 9.5 Directions for future research 209 9.6 Conclusion 215 |
| LIST OF REFERENCES
216 |
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APPENDICES 237
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| Appendix A1,
A2,
A3,
A4
Opening 2 screen shots from tasks 1 to 16 237 Appendix B Sample computer printout of student responses 254 Appendix C Sample drawing sheets used by students 257 Appendix D Screen shots of students’ introductory tutorial 260 Appendix E Questionnaire instrument used by students: My experience using the POE computer tasks 266 Appendix F Questionnaire instrument used by teachers: Reflections on the POE computer tasks 274 Appendices G, H & I Copy of letter sent to principals 284; teachers 286; parents 287. Appendix J Survey used by students: Constructivist Learning Environment Survey (CLES)—Actual and Preferred 289 Appendix K Questionnaire instrument used by students: My attitude to computers 296 |
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