Simulation-Based Inquiry Learning and Computer Modeling

Yvonne G. Mulder, Ard W. Lazonder and Ton de Jong

Simulation & Gaming, 2015, vol. 46, issue 3-4, 322-347

Abstract: Background. Inquiry learning environments increasingly incorporate simulation and modeling facilities. Students acquire knowledge through systematic experimentation with the simulations and express that knowledge in runnable computer models. Aim. As inquiry and modeling activities are new and demanding for students, support for learning is needed. This article reports three experimental studies that examine how students’ inquiry and modeling activities can be supported. Need for support. Study 1 was an empirical assessment of students’ support needs. It compared a group of domain novices to two more knowledgeable reference groups in order to determine the novices’ support needs. Model progression and worked examples. In Studies 2 and 3, the need for support was addressed by model progression (gradually increasing task complexity) and worked-out examples , examining the effect of those interventions on students’ performance and learning. Results suggest positive effects due to both increasing model complexity and providing worked examples that show what the activities in each model progression phase entail and how they should be performed. Implications. The pattern of results across the three studies are discussed with regard to students’ use of available resources, influence of prior knowledge, and the relationship between performance and learning.

Keywords: inquiry learning; learning environments; model progression; model-based learning; problem solving; scaffolding; science education; simulation-based learning; system dynamics; worked-out examples (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:46:y:2015:i:3-4:p:322-347

DOI: 10.1177/1046878115577159

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