Technology-Based Handling of Science Misconceptions: The GeoDist Tool on the Distinction of Greenhouse Effect and Ozone Depletion

The didactic utilization of the conceptual obstacles constitutes an alternative approach for the design of learning situations in science education, in order to produce a conceptual change and overcome them. Adopting this positive perspective, a relative theoretical background is initially presented in this paper. It is then followed by the presentation of the prototype namely GeoDist (Greenhouse Effect and Ozone Depletion Distinction) that materializes elements of the above background aiming to prove the potentiality of the approach. Moreover it serves as a basis for the discussion of the implications that arise at both the pedagogical and technical level, in order to ease for the learner the transition from the daily life knowledge to the scientific one.