Students in computer-based inquiry environments still held misconceptions about force and energy after instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-unit interviews with 30 experimental-group students revealed misconceptions about force, mass and weight, potential energy, and kinetic energy. → Hasan Ozgur Kapici 2025

Evidence¶

Hasan Ozgur Kapici 2025¶

Hasan Ozgur Kapici. (2025). Does inquiry-based learning work better in regular classrooms or computer-based settings? Instructional Science (2025) 53:705–728. https://doi.org/10.1007/s11251-025-09711-0

q2 · i? · causal · r2

Qualitative content analysis of one-on-one interviews with 30 students (five per experimental class, selected across achievement levels) re-asking conceptual test questions. Misconceptions concerned "mass and weight, potential and kinetic energy, and force", e.g. a student claiming "there is no gravity on the moon".

"The results of the interviews revealed that students still have misconceptions even at the end of the computer-based IBL approach implementation."

Discussion¶

Related Claims¶

• Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms — related
• The computer-based implementation showed no significant difference from individual paper-based work with brief written answers — related
• Post-interviews with props and embodiment revealed understanding of macro–micro particle changes that the multiple-choice post-test did not capture. — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related