Qualitative Reasoning and Conceptual Change: Computer Based Support in Understanding Science

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Abstract
>Improving students’ understanding through belief revision and conceptual change is a well known problem for science education, but methods which stimulate learners’ qualitative reasoning, self‐questioning and reflection can produce significant benefits. This paper describes an experimental study in the physical sciences in which simulation programs were enhanced by complementary software that allowed students to reveal and reflect on their knowledge by making assertions and constructing qualitative explanatory models. These methods were partially successful, demonstrating changes in student's beliefs where discourse focused on causal reasoning, but operational discourse was less effective. Also beliefs which drew on generalized warrants or used correct but incomplete reasoning were resistant to change.

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