However, computers are finding their way into the learning environment. Their guises are many and varied. These include laptops, cellphones and ipods. However much I respect Feuerstein and agree with his sentiments, I felt it was imperative that we begin to explore to what extent the use of technology could be a positive influence within our teaching and learning environments.
This work explored using the computer as a tool to challenge science learners in order that they might become aware of their own misconceptions in electricity. The aim was to see if by interacting with a computer simulation (PLAB) the learners would reach the stage of cognitive dissonance and eventually relinguish their naive conceptions. Their conceptual understanding of electricity was monitored throughout the intervention process.