Promoting conceptual change through active learning using open source software for physics simulations

Abstract

<span>This paper reports upon an active learning approach that promotes conceptual change when studying direct current electricity circuits, using free open source software, </span><em>Qucs.</em><span> The study involved a total of 102 prospective mathematics teacher students. Prior to instruction, students' understanding of direct current electricity was determined by a subset of a previously developed multiple choice conceptual test. All students received an active learning instruction using </span><em>Qucs</em><span>simulations. After instruction, the same test was administered to the students to determine the effectiveness of the instruction they received. Paired t-test analyses showed that students' progress on understanding of direct current electricity was significant. A six week delayed post-test revealed that this observed improvement promised to be durable, at least in the short term. Students' evaluation of using </span><em>Qucs</em><span> is also reported.</span>