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The present paper reports on simulation of conceptual change that concerns the development of the concept of force. Forty nine elementary school students were given three drawings depicting objects of various sizes in different kinetic states or being pushed by a human agent. They were asked whether a force was being exerted on the objects and to explain why. The same questions were posed to the same students after eight weeks. During this period of eight weeks the students participated in a special instruction in mechanics, which emphasised on the concept of force. The dynamic evolution of the system is studied with the aid of Markov systems. A fuzzy expert system is given in order to deal with the uncertainty introduced in the estimation of the transition probabilities due to lack of data and measurement errors. The proposed hybrid (probabilistic – fuzzy) system provides useful information for studying conceptual change and students’ understanding.

Modelling conceptual change in physics using probabilistic, fuzzy and symbolic approaches