Fostering Conceptual Change: The Role of Computer-Based Environments

Abstract

Findings from a project which investigates the knowledge acquisition process in the domain of astronomy are summarized and their implication for the construction of computer-based learning environments are drawn. It is argued that the process of knowledge acquisition involves the reinterpretation of certain entrenched beliefs which constrain students' understanding of scientific concepts. It is concluded that the situations in which learning takes place are the situations which make students aware of their entrenched beliefs and provide them with information which facilitates their eventual re-interpretation. Computer-based learning environments have a distinct advantage over traditional methods for achieving these objectives.