學生在接受教育前，往往已經根據自身的感官經驗，在心中發展一套想法解釋自然現象。然而，學生發展的先前知識，礙於本身侷限的經驗與推論，經常與科學家們所認同的科學概念有所出入，有時很難藉由教學的過程加以改變，常造成學習的困擾，阻礙學習的進行（Hashweh, 1986；Vosniadou & Brewer, 1992）。這些和科學家們所認同的科學概念相左的概念，稱為另有概念（Gilbert & Swift, 1985）。
人們發現學生的另有概念是根深蒂固，必須藉由特殊的教學策略才能加以改變（Hashweh, 1986）。文獻中常見的概念改變教學策略有異例、類比、電腦模擬、合作學習、Driver和Oldham的教學模式等。在本研究中將異例、類比、電腦模擬等教學策略設計於教師中心和學生中心的課程，以苗栗縣某國立高中四班高二第一類組選修地球科學的學生為研究對象，試圖探討不同教學方式對學生進行「四季成因課程」中的概念改變情形，以及了解不同空間能力、學習方式的學生，在學習成效的差異情況。
首先，研究者以「四季成因診斷測驗」及概念圖分析高二學生在進行課程之前具有的四季成因另有概念。並利用準實驗研究法探討「四季成因課程」對學生學習四季成因概念改變的情形。
研究獲得以下結果：
1.接受過四季成因概念改變課程的學生，其在四季成因的概念瞭解上有顯著的進步。
2.接受學生操作教學法的學生其概念圖後測成績顯著高於接受其他教學法之學生，而接受學生模擬教學法之學生其後測成績顯著高於老師模擬。在課程第二階段，「產生其他另有概念」的學生中，學生操作組的學生並未產生新的另有概念，而老師模擬組有較多學生產生新的另有概念，其中又以產生日地距離之另有概念的人數最多。
3.高空間能力之學生在概念圖前測上的得分顯著高於低空間能力的學生。且具有中或高空間能力的學生，在後測晤談的壓克力半球上繪製的太陽視運動軌跡以及診斷測驗有關於太陽視運動軌跡（第12題）的答對率會較高。
4.學習方式為練習與記誦的學生其概念圖後測成績顯著高於學習方式為遊戲與仿作的學生，而學習方式為同儕教學的學生顯著高於學習方式為協同研究、獨立研究、討論或遊戲與仿作的學生。
5.比較三種診斷工具，診斷測驗所偵測到另有概念皆較概念圖偵測到的多，因為診斷測驗本身希望能偵測到所有另有概念，所以就算是學生認為有可能造成的四季，但非四季的主要成因，仍舊可以透過診斷測驗偵測到。若學生診斷測驗前測的另有概念類型可以包含概念圖前測的另有概念類型，則診斷測驗的概念分類較接近晤談結果。若學生診斷測驗前測的另有概念類型並未包含概念圖的另有概念類型，則須斟酌診斷測驗與概念圖的分類結果才會較接近於晤談結果。

一、中文部分
丁凡(譯)(1998)：因才施教：開啟多元智慧，破除學習困難的迷思 (原作者：Thomas Armstrong)。台北市：遠流。
王克先(1987)：學習心理學。台北市：五南圖書。
王美芬(1991)：自然科錯誤之研究。台北市立師範學院學報, 22, 367-400。
王保進(1999)：視窗版SPSS與行為科學研究。台北市：心理出版社。
朱錦鳳(1997)：教學電腦模擬的必備要件及注意事項。教學科技與媒體, 31, 49-53。
吳百薰(1998)：國小學生學習風格相關因素之研究。國立台中師範學院國民教育研究所碩士論文(未出版)。
吳武典、蔡崇建(1986)：國中資優學生的認知方式與學習方式之探討。特殊教育研究學刊, 2, 219-230。
洪瑞英(1998)：高中生的化學平衡概念之研究。高雄市：國立高雄師範大學科學教育研究所碩士論文(未出版)。
林永菁(2000)：不同教學方式及心智能力與兒童地科概念認知層次的關係研究。花蓮縣：國立花蓮師範學院碩士論文(未出版)。
林清山(1992)：心理與教育統計學。台北市：東華書局。
邱美虹(2000)：概念改變的省思與啟示。科學教育學刊, 8(1), 1-34。
邱美虹和陳英嫻(1995)：月相盈虧之概念改變。師大學報, 40, 509-548。
邱美虹和翁雪琴(1995)：國三學生「四季成因」之心智模式與推論歷程之探討。科學教育學刊, 3(1), 23-68。
郭生玉(1985)。心理與教育測驗。台北：精華書局。
郭重吉(1987a)：英美等國晚近對學生學習風格之研究。資優教育季刊, 22, 2-8。
郭重吉(1987b)：評介學習風格之有關研究。資優教育季刊, 23, 7-16。
郭重吉(1988)：從認知觀點探討自然科學的學習。教育學院學報, 13, 351-371。
郭重吉(1991)：國中學生熱與溫度概念的另有架構。彰師大學報, 2, 435-463。
郭振揚(2004)：建構科學概念雙階層式線上測驗系統之發展研究。台北市：國立台北師範學院數理教育研究所碩士論文(未出版)。
陳玉玲(2000)：概念改變教學策略對地球運動概念之教學效果-以國小六年級學生為例。台北市：國立政治大學教育學系博士論文(未出版)。
陳李綢(1992)：認知發展與輔導。台北市：心理出版社。
陳英嫻(1995)：月相盈虧之概念改變。師大學報, 1995, 40, 509-548。
陳淑筠(2002)：國內學生自然科學迷思概念研究之後設研究。台東縣：國立台東師範學院教育研究所碩士論文(未出版)。
張川木(1996)：促進概念改變教學方式(2)。科學教育月刊, 186, 10-18。
張文華(2004)：同步網路合作學習中學習風格對國小學童學習之影響。台南縣：國立台南師範學院資訊教育研究所碩士論文(未出版)。
張春興(1997)：教育心理學。台北：五南圖書。
張美玉、吳玉明(1999)：不同學習型態學生學習表現的探討－解釋推理及問題解決能力。科學教育學刊, 7(3), 255-280。
張國恩(1999)：資訊科技融入各科教學之內涵與實施。資訊與教育雙月刊, 72, 2-9。
翁金鶯(2002)：國小學童地球運動之另有概念與空間概念關係之研究。屏東縣：國立屏東師範學院數理教育研究所碩士論文(未出版)。
翁雪琴(1994)：探討國三學生對於「畫夜及四季」成因之心智模式及其概念改變歷程。台北市：國立台灣師範大學地球科學研究所碩士論文(未出版)。
姜滿(1993)：國小學童地球科學概念之理解。台南師院學報, 26, 193-219。
梁勇能(2000)：動態幾何環境下，國二學生空間能力學習之研究。台北市：國立台灣師範大學數學研究所碩士論文(未出版)。
許瑛玿(1999)：網路科技支援之電腦教學軟體對學生學習科學概念的影響。師大學報, 44(1,2), 1-16。
許瑛玿和吳慧珍(2002)：網路合作學習與科學過程技能的學習。科學教育月刊, 254, 16-27。
許嘉玲(1997)：浮力學習之概念改變。台北市：國立臺灣師範大學科學教育研究所碩士論文(未出版)。
黃台珠(1995)：概念圖在國中生物教學上的成效研究(II)。國科會報告：NSC84-2511-S-017-003。
黃台珠、熊召弟、王美芬、佘曉清、靳知勤、段曉林和熊同鑫譯(2002)：促進理解之科學教學。台北市：心理出版社。
黃光國(2001)：社會科學的理路。台北市：心理出版社。
黃福坤(1999)：資訊素養與教學-以物理教學示範實驗教室輔助教學網站為例。圖書館與資訊科學, 25(2), 53-62。
曾永祥(2003)：線上課程對高二學生四季成因概念學習的影響。台北市：國立台灣師範大學地球科學研究所碩士論文(未出版)。
楊坤原(2000)：教學主義與建構主義對電腦輔助教學設計的意含。視聽教育雙月刊, 42(3), 14-27。
楊坤原、張賴妙理(2004)：發展和應用二段式診斷工具來偵測國中一年級學生之遺傳學另有概念。科學教育學刊, 12(1), 107-131。
楊坤堂(1996)：學習風格教學。特教園丁， 12(2)， 5-8。
蔣家唐(1995)：視覺空間認知能力向度分析既數理-語文資優生視覺空間認知能力差異研究。彰化縣：國立彰化師範大學特殊教育學系碩士論文(未出版)。
蔡翠華(1996)：國小數學學習障礙學生的學習型態與學習策略之相關研究。台北市：國立台灣師範大學特殊教育研究所碩士學位論文(未出版)。
劉俊庚(2002)：概念改變與概念改變教學策略之文獻分析-以概念圖和後設分析模式探討其意涵與影響。台北市：國立台灣師範大學科學教育研究所碩士論文(未出版)。
蕭建華(2005)：初探不同學習環境對高一學生地球科學學習成效的影響。台北市：國立台灣師範大學地球科學研究所碩士學位論文(未出版)。
龍騰文化(2002)：物質科學地球科學篇下冊。台北市：龍騰文化股份有限公司。

二、英文部分
Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72, 175-184.
Ahrens, C. D. (1992). Meteorology Today (5th ed.). New York: West Publish Company.
Atwood, R. K., & Atwood V. A. (1996). Preservice elementary teachers’ conception of the cause of season. Journal of Research in Science Teaching, 33(5), 553-563.
Ausubel, D. P. (1968). Education psychology: a cognitive view. New York: Holt, Rinehart & Winston.
Bar, V., & Travis, A. S. (1991). Children’s views concerning phase changes. Journal of Research in Science Teaching, 28(4), 363-382.
Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11(special issue), 503-513.
Bishop, J. E. (1978). Developing students’ spatial ability. The Science Teacher, 20-23.
Bliss, J., Ogborn, J., & Whitelock, D. (1989). Secondary school pupils’ commonsense theories of motion. International Journal of Science Education, 11(3), 261-272.
Bonham, L.A. (1988). Learning style use: In need of perspective. Lifelong learning: an omnibus of practice and research, 11(5), 14-19.
Brumby, M. N. (1982). Students’ perceptions of the concept of life. Science Education, 66(4), 613-622.
Canas, A. J., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T. R., & Suri, N. (2001). Online concept maps: enhancing collaborative learning by using technology with concept maps. The science teacher, 68(4), 2001.
Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Implications for learning and discovery in sciences. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis: University of Minnesota Press, 129-186.
Chi, M. T. H., Slotta, J. D., & Leeuw, N. (1994). From things to process: A theory of conceptual change for learning science concept. Learning and Instuction, 4, 27-43.
Chinn , C.A., & Brewer ,W.F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of educational research,Journal of Research in Science Teaching, 63(1), 1-49.
Chinn , C.A., & Brewer ,W.F. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654.
Chou, H.W., & Wang, Y.F. (1999). Effects of learning style and training method on computer attitude and performance in world wide web page design training. Journal of Educational Computing Research, 21(3), 323-342.
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241-1257.
Clement, J., Brown., D., Zietsman., A. (1989). Not all preconceptions are misconceptions: Finding “anchoring conceptions” for grounding instruction on students’ intutions. International Journal of Science Education, 11, 554-565.
Crews, W. E. (1990). Development of a paper-and-pencil instrument to elicit student concepts concerning the earth as a planet. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. (ERIC Document Reproduction Service No. ED324 191)
Dagher, Z. R. (1995). Review of studies on the effectiveness of instructional analogies in science education. Science Education, 79(3), 295-312.
Davidson, G.V., Savenye, W.C., & Orr, K.B. (1992). How do learning styles relate to performance in a computer applications course? Journal of Research on Computing in Education, 24(3), 348-358.
Driver, R. (1981). Pupil’s alternative frameworks in science. European Journal of science Education, 3, 93-101.
Driver, R. (1989). Students’conception and the learning of science. International Journal of Science Education, 11, 481-490.
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Driver, R., Guesne, E., & Tiberghien, A. (Eds) (1985). Children’s ideas in science. Milton Keynes: Open University Press.
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulation of conceptual domains. Review of Educational Research, 68(2), 179-201.
Duchastel, P. (1991). Instructional strategies for simulation-based learning. Journal of Educational Technology System, 19(3), 265-276.
Dunn, R., & Dunn, K. (1999). The complete guide to the learning styles in service
system. Boston: Allyn & Bacon.
Dunn, R.,& Dunn, K. (1993). Teaching secondary students through their individualized learning styles. Reston, VA: Reston Pub-lishing Co.
Duit, R., & Treagust, D. F. (1995). Students’ conceptions and constructivist teaching approaches.In B. J. Fraser & H. J. Walberg (Eds.), Improving science education. Chicago: The National Society for the Study of Education.
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001-1015.
Faryniarz, J. V., & Lockwood, L. G.. (1992). Effectiveness of microcomputer simulation in stimulating environmental problem solving by community college students. Journal of research in science teaching, 29(5), 453-470.
Garnett, P. J, Garnett, P. J., & Hackling,D. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95.
Gilbert, J. K.,Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-633.
Gilbert, J. K., & Swift, D. J. (1985). Towards a Lakatosian analysis of the Piagetian and alternative conception research programs. Science Education, 69, 681-696.
Gorsky, P. and Finegold, M. (1992) Using computer simulations to restructure students’ conception of force. Journal of Computers in Mathematics and Science Teaching, 11,163–178.
Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221-230.
Hashweh, M. (1986). Toward and explanation of conceptual change. European Journal of Science Education, 8(3), 229-249.
Haslam, F., & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203-211.
Head, J. (1986). Research into ‘alternative framework’: Promise and problems. Research in Science & Technological Education, 4(2), 203-211.
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Education, 20(8), 731-743.
Hewson, P. W., & Thorley, N. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541-553.
Hoadley, C. M., & Linn, M. C. (2000). Teaching science through online, peer discussion: Speakeasy in the knowledge integration environment. International Journal of Science Education, 22(8), 839-857.
Hsu, Y. S., Wu, H. K., & Hwang, F. K. (submitted). Designing technology-enhanced learning environments: An instructional model for science learning.
Hynd, C. R., McWhorter, J. Y., Phares, V. L., & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(4), 933-946.
Jones, M. F., Carter, G., & Rua, M. (2000). Exploring the development of conceptual ecologies: Communities of concepts related to convection and heat. Journal of Research in Science Teaching, 37(2), 139-159.
Karplus, R., & Thier, H. (1967). A New Look at Elementary School Science, New Trends in Curriculum and Instruction Series. Chicago, IL: Rand McNally.
Kelly, P. R. (1998). Transfer of learning from a computer simulation as compared to a laboratory activity. Journal of Education Technology Systems, 26(4), 345-351.
Lakatos, I. (1970). Falsification and the methodology of scientific research programmers. In I. Lakatos & A. Musgrave( Eds.), Criticism and the growth and the knowledge( pp. 91-195). Cambridge: Cambridge University Press.
Lewis, E. L., & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31(6), 657~677.
Linn, M. C., & Swiney, K. (1981). Individual differences in formal thought: Role of expectations and aptitudes. Journal of Education Psychology, 73, 274-286.
Lord, T. R. (1985). Enchancing the visuo-spatial aptitute of students. Journal of Research in Science Teaching, 22(5), 395-405.
Macnab, W., & Johnstone, A. H. (1990). Spatial skills which contribute to competence in the biological sciences. Journal of Biological Education, 24(1), 37-41.
Markham, K. M., Mintzes, J. J., & Jones, M. G. (1994). The concept map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31(1), 91-101.
Martini, M. (1986). An analysis of the relationships between and among computer-assisted instruction, learning style, perceptual preferences, attitudes, and the science achievement of 7th grade students in a suburban N.Y. school district. (Doctoral dissertation, St. John’s University, 1986). Dissertation Abstracts International, 47, 877-03A.
McDermott L. C. (1990). Research and computer-based instruction: Opportunity for interaction. American Journal of Physics, 58(5), 452–462.
McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental ,genetic hormonal ,and neurological influences. Psychological Bulletin, 86, 889-918.
Millar, R. (1989). Constructive criticisms. International Journal of Science Education, 1, 587-596.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding:: A human constructivist view. San Diego, London: Academic press.
Novak, J. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
Novak, J. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937-949.
Novak, J., & Gowin, D. (1984). Learning how to learn. Cambridge: Cambridge Uinversity Press.
Nussbaum, J. (1979). Children’s conceptions of the earth as a cosmic body: A cross age study. Science Education, 63(1), 83-93.
Nussbaum, J., & Novak, J. (1976). An assessment of children’s concepts of the earth utilizing structured interviews. Science Education, 60, 535-550.
Odom, A. L., & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32(1), 45-61.
Orion, N., Ben-Chaim, D., & Kali, Y. (1994). Relationship between earth science education and spatial visualization. Paper presented at NARST conference, Anaheim.
Osborne, R., ＆Freyberg, P. (1985). Learning in science: The implications of children’s Science. Auckland: Heinemann.
Osborne, R. J., & Gilbert, J. K. (1980). A method for investigating concept understanding in science. European Journal of Science Education, 2(3), 311-321.
Pallrand, G. J., & Seeber, F. (1984). Spatial ability and achievement in introductory physics. Journal of Research in Science Teaching, 22(5), 507-516.
Peterson, R. F., Treagust, D. F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11 and -12 students’ concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314.
Philips, W. C. (1991). Earth science misconceptions. Science Teacher, 58, 21-23.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Rastovac, J., & Slavsky, D. B. (1986). The Use of paradoxes as an instructional strategy. Journal of College Science Teaching, 16(2), 113-118.
Renzulli, J., & Smith, L. H. (1979). Developing individual educational programs(IEPs) for the gifted. Mansfield Center, CT: Creative Learning Press.
Rivers, R. H., & Vockell, E. (1987). Computer simulation to stimulate scientific problem solving. Journal of Research in Science Teaching, 24(5), 403-415.
Sanger, M. J. (2000). Using particulate drawing to determine and improve students’ conceptions of pure substances and mixture. Journal of Chemical Education, 77(6), 762-766.
Schneps, M. J. (1987). The Private Universe. Wolbacti Image Processing Laboratory, by Harvard University and Smithsonian Institution, MCML XXXIX: President and Fellows of Havard College.
Sharp, J. G. (1996). Children’s astronomical beliefs: A preliminary study of year 6 children in south-west England. International Journal of Science Education, 18(6), 685-712.
Siemankowski, F., & MacKnight, F. (1971). Spatial cognition: Success prognostricater in colledge science courses. Journal of College Science Teaching, 1, 56-59.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept. International Journal of Science Education, 20(2), 205-221.
Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301.
Tao, P-K., & Gunstone, R. (1999a). Conceptual change in science through collaborative learning at the computer. International Journal of Science Education, 21(1), 39-57.
Tao, P-K., & Gunstone, R. (1999b). The process on conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.
Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
Tomas, R. A., & Hooper , E. (1991). Simulation: An opportunity we are missing . Journal of Research on Computing in Education, 23(4), 497-513.
Treagust, D. F., & Haslam, F. (1986). Evaluating secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier diagnostic instrument. A paper presented at the 59th annual meeting of the National Association for Research in Science Teaching , San Francisco , California.
Wallace, J. D., & Mintzes J. J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033-1052.
Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternatives conceptions in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning. New York: Macmillan.
White, B.Y. (1984). Designing computer games to help physics students understand Newton’s laws of motion. Cognition and instruction , 1(1), 69-108.
White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-117.
Vosniadou, S. (1989). Knowledge acquisition in observational astronomy. Paper presented at the annual Meeting of the American Association, Washington, DC,.
Vosniadou, S. (1991). Designing curricula for conceptual restructuring: Lesson for the study of knowledge acquisition in astronomy. Journal of Curriculum Studies , 23(3), 219-237.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69.
Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Education Research, 57(1), 51-67.
White, B., & Horwitz, P. (1988). Computer microworlds and conceptual change: A new approach to science education. In P. Ramsden, (Ed.), Improving learning: New perspectives (pp. 69–80). London: Kogan Page.
Zietsman, A. I., & Hewson, P. W. (1986). Effect of instruction using microcomputer simulations and conceptual change strategies on science learning. Journal of Research in Science Teaching, 23(1), 27–39.