The focus of this paper is to examine constructivist approach using virtual lab for concepts and cognitive development. This paper moves toward describing the nature of students’ alternative conceptions, the ways of changing cognitive structure, and cognitive aspects of learning and teaching science and provides guidelines for teachers, at all levels. Physics is one of the most fundamental natural subject which involve the study of universal law and the behaviors and relationship among a wide range of physical concepts and phenomena. The present study was conducted to see two common dimensions of change in learning style that emerged in physics teaching: describing the nature of students’ alternative conceptions, the ways of changing cognitive structure, and cognitive aspects of learning and teaching physics and provides guidelines for teachers, at all levels. Both dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using virtual lab to promoting conceptual change. Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system. The paper reports upon constructivism approach that promotes conceptual change when studying lissajous figure, using virtual lab. The study involved a total of 102 prospective physics students.
Key words: Virtual Lab, constructivism, Science pedagogy, Conceptual change
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