Effects of Computer-based Laboratory Instruction on Future Teachers' Understanding of the Nature of Science

摘要

With computer-based instruction, numerical data collection and analysis are performed effortlessly in the laboratory, simulations with idealized conditions are a click away, and abstract concepts that are difficult to visualize are represented in full-color animated displays. Many of these computer applications are designed to help students understand physics by clearly presenting the outcomes of physics or by making it easier to do scientific experiments. However, in the effort to get to the product of science, is there a danger of misrepresenting the process of science? This is a particularly important question in college science classes for future teachers where we try to model instructional practices that promote inquiry and active learning. If we want students to take responsibility for building their own understanding of science, they need to develop an understanding of what science is. In this study, we look at pre-service teacher classes in physics, one of which uses computer-based laboratories extensively. The context presented is one-dimensional motion, which is covered in the computer-based class with motion sensors interfaced to computers. We consider student performance in an interview setting and on an examination problem.