The Process Of Learning About Static Electricity And The Role Of The Computer Simulator

The Process of Learning about Static Electricity and the Role of the Computer Simulator

Science Education Research in the Knowledge-Based Society

We are pleased to present the ESERA 2001 Conference book, which is based on contributions submitted and presented to the Third International Conference "Science Education Research in the Knowledge Based Society" that was organised by the Department of Primary Education of the Aristotle University of Thessaloniki and held in Thessaloniki from August 21 to August 26, 2001. The focus of the Conference was to discuss the scope, methods, outcomes and perspectives of research in science education in the context of the rapidly developing knowledge-based society. Some 450 researchers, teachers, and postgraduate students attended the conference. They came mainly from European countries, with a substantial proportion - some 20- from countries outside Europe. While ESERA conferences reflect research carried out in Europe, they are increasingly becoming international events attracting researchers from all over the world. A total of 220 works were presented in guest lectures, symposia, poster workshops, individual papers and poster sessions that took place during the conference along with alternative activities and informal meetings. All these of the Conference (edited by works are already published in the Proceedings D. Psillos, P. Kariotoglou, V.Tselfes, G.Bisdikian, G.Fassoulopoulos, E. Hatzikraniotis, M.Kallery).

The Process of Learning about Static Electricity and the Role of the Computer Simulator

The concepts investigated in this study stemmed from two things. First, a pilot study where we found that the static electricity simulator results coupled with the CPU pedagogical structure provided facilitated the articulation and sharing of ideas in a small group of three students. From this we hypothesized that the simulator tools played a role in knowledge construction and we wanted to find out more about what role it played. Second, the past ten years of research in mathematics and science education has led to the recognition of the importance of the instructional setting, collaboration, and cognitive tools in the construction of knowledge. A tradition has emerged where researchers have begun to look at the individual's knowledge construction through a different lens than the knowledge that emerges through group interactions. From this type of research, we can learn about the knowledge construction of the individual and the knowledge construction of the group. We can understand how the interactions within the group have influenced the knowledge development of the individual. However, we cannot learn about how the individual influences the group parameters. Repeated interactions between individuals and tools can fundamentally change the social and material setting. We need to look at how the social and material setting changes as a result of the individuals' interaction with it and how this changing social setting influences the conceptual development of the individual. Investigating interdependent interaction between the individual and the social and material setting is the foundation for this work. I believe that understanding learning requires more than understanding the individual and understanding the social environment of which he was a part. Understanding learning means understanding how the individual changes the social and material setting and how these changes influence the individual. This dissertation is devoted to understanding individuals' learning, the factors that influenced it and further understanding how these factors were determined by the knowledge evolution of the individual.