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Supporting scientific discovery learning in a simulation environment
Author(s) -
Reid D.J.,
Zhang J.,
Chen Q.
Publication year - 2003
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.0266-4909.2003.00002.x
Subject(s) - discovery learning , computer science , learning environment , test (biology) , scientific discovery , process (computing) , knowledge management , human–computer interaction , mathematics education , psychology , cognitive science , paleontology , operating system , biology
Abstract Until recent times, most studies on supporting simulation‐based scientific discovery learning adopted the ad hoc strategies‐oriented approach. This paper makes a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS) . The experiment was conducted with 78 students (aged from 12 to 13 years) to examine the effects of the IS and ES using a 2x2 between‐subjects design. The main results were: significant effects were observed for IS on the post‐test of intuitive understanding, flexible application and knowledge integration; no main effect was demonstrated for ES, and there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis showed that the successful learners had designed more well‐controlled experiments than the failing ones. Learning support in a simulation environment should be directed toward the three perspectives to invite meaningful, systematic and reflective discovery learning.