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This study examines the effects of using historical microworlds on conceptual change in mechanics. Historical microworlds combine history of science and microworld through a computer based interactive learning environment that respects and represents historic conceptions or theories. Six grade 5 elementary students participated indivi-dually to five semi-directed interviews of forty-five minutes each where they interacted with an Aristotelian microworld, a Buridanian microworld and a Newtonian micro-world. diSessa‟s p-prim theory is used to analyze the conceptual dynamics that occurs when students use historical microworlds. Results show positive effects of using histor-ical microworld on conceptual change such as (1) questioning the idea that any object in motion will eventually stop and (2) increasing the importance of contextual elements in the elaboration of explanatory models.