Effectiveness of a physics computer “technology ” students* program on fifteen-year-old.

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Author	Granwean, J. C. Chartier, D. Mullet, E.
Abstract	This article investigates the relative effectiveness of a computer assisted teaching (CAT) program in Physics on 1) correct application of multiplication and division calculation algorithms, and 2) the degree of intuitive mastery of the target notion of density of French students aged approximately fifteen, enrolled in a special “technology ” class in a vocational school. EFFECTIVENESS OF THE PROGRAM The effectiveness of the CAT program is defined as the effect of the program itself, i.e., its effectiveness is measured against the effectiveness of classroom teaching using material patterned after the software content, with the same teacher in both contexts. The “technology ” students making up the sample are low achievers, i.e., stu-dents for whom standard classroom methods of transfer of knowledge are prob-ably poorly adapted. Our aim was to test whether a different mode of transfer of knowledge--computer instruction-would have a positive effect on performance of these students (for a discussion of novelty effects of software see [l]) in a situation where course content, the teacher, the progression and the exercises were for all extents and purposes identical. ‘This work was supported by the Conservatoire National des Arts et Metiers, the Ecole Pratique des
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