*The research programme is managed by: Dr Ros Driver and Roger Hartley (School of Education, University of Leeds); Eileen Scanlon, Professor Tim O'Shea, Dr Claire O'Malley, Dr Sara Hennessy and Kate Stainton-Ellis (Institute of Educational Technology, Open University), and Dr Stephen Draper (Department of Psychology, University of Glasgow).
Conceptual change in science: A research programme*
Article first published online: 7 APR 2008
Journal of Computer Assisted Learning
Volume 5, Issue 1, pages 25–36, March 1989
How to Cite
Driver, R. and Scanlon, E. (1989), Conceptual change in science: A research programme. Journal of Computer Assisted Learning, 5: 25–36. doi: 10.1111/j.1365-2729.1989.tb00195.x
- Issue published online: 7 APR 2008
- Article first published online: 7 APR 2008
- Conceptual change;
- Direct manipulation;
- Science learning;
Abstract Studies undertaken in the UK and elsewhere have shown that secondary school pupils have difficulties in understanding certain theories in the physical sciences and, moreover, that certain conceptual problems in these areas may even persist among science students in higher education.
The aims of this research project are to understand this process of conceptual change better, and to devise and test ways in which such a change can be promoted in classroom teaching programmes. Particular attention will be paid to the role that computer software tools can play in promoting such a change.
The effectiveness of these software tools will be investigated in small-scale studies and in the context of classroom teaching. The findings will be made available to science teachers, teacher trainers and to those involved in educational software development.