Fidelity in the design of instructional simulations
Journal of Computer Based Instruction
The effects of computer animation on adult learning and retrieval tasks
Journal of Computer Based Instruction
Using computer simulations to restructure students' conceptions of force
Journal of Computers in Mathematics and Science Teaching
Under the microscope: factors influencing student outcomes in a computer integrated classroom
Journal of Computers in Mathematics and Science Teaching
Using a computer simulation before dissection to help students learn anatomy
Journal of Computers in Mathematics and Science Teaching
Computer-Based Instruction: Methods and Development
Computer-Based Instruction: Methods and Development
Effects of learning support in simulation-based physics learning
Computers & Education
Conducting guided inquiry in science classes using authentic, archived, web-based data
Computers & Education
Young children's computer skills development from kindergarten to third grade
Computers & Education
The learning effects of computer simulations in science education
Computers & Education
Collaborative knowledge building with wikis: The impact of redundancy and polarity
Computers & Education
Model of conceptual change for INQPRO: A Bayesian Network approach
Computers & Education
Designing a powerful learning environment to promote durable conceptual change
Computers & Education
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This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n=157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night(TM), (2) nature observations and Starry Night(TM), or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night(TM)-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants' abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.