Students ' Performance towards Computer SimuIations

This article presents the effects of computer simulations on students ' alternative conceptions about the concepts of vdoclty and axelerasion. Firstlyf we investigate and identify students ' iirseas and cognitive constrarints exhibited in the research tasks concerning the kinematical concepts. It seems that students f & various difficulties and ooRfusions between velocity-psition, instantaneous-average velocity, and velodry-acceleration. Secondly, we evaluate the contribution of simuIations we have mated using Interactive Physics to students ' meaningful u n m d i n g of simple kinematical phenomena and developing of mental representations. The interpretation of our Wts indicates that computer simulations can assist students to overcome their cognitive consmints originating h m their believes about the cancepts of insmtmeous velocity and acceleration. Physics teaching, as well as Science teaching in general, is a concessive field for designing and developing educational computer applications. Today various types of computer applications are available for teachers and students, such a