Effects of Using Historical Microworlds on Conceptual Change: A P-prim Analysis

This study examines the effects of using historical microworlds on conceptual change
in mechanics. Historical microworlds combine history of science and microworld
through a computer based interactive learning environment that respects and represents
historic conceptions or theories. Six grade 5 elementary students participated individually
to five semi-directed interviews of forty-five minutes each where they interacted
with an Aristotelian microworld, a Buridanian microworld and a Newtonian microworld.
diSessa‟s p-prim theory is used to analyze the conceptual dynamics that occurs
when students use historical microworlds. Results show positive effects of using historical
microworld on conceptual change such as (1) questioning the idea that any object
in motion will eventually stop and (2) increasing the importance of contextual elements
in the elaboration of explanatory models.