Examining the Effects of an Instructional Intervention on Destabilizing Learners' Misconceptions About the Central Processing Unit: A Technological Pedagogical Content Knowledge Perspective

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-3 - Technology as an Agent of Change in Teaching and Learning SIG Poster Session

Abstract

The study examined students’ misconceptions about the central processing unit (CPU) and how these could be destabilized by utilizing the framework of Technological Pedagogical Content Knowledge and the instructional design model of Technology Mapping. One hundred and fifty 8th graders participated, 71 (47.3%) females and 79 (52.7%) males. The duration of the instructional intervention was two 45-min teaching periods. To check whether the instructional intervention facilitated the destabilization of students’ misconceptions, an analysis of variance, an analysis of covariance, and a t-test for paired samples were conducted. According to the results, the framework of Technological Pedagogical Content Knowledge and Technology Mapping were effective in terms of designing effective content representations with technology that destabilized learners’ misconceptions about the CPU.

Authors

• Charoula M. Angeli, University of Cyprus

• Ioannis Ioannou