Scientific Discovery Learning with Computer Simulations of Conceptual Domains

Abstract

Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is very suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environments together with problems that learners may encounter in discovery learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.

Students’ Understanding of Statistical Inference: Implications for Teaching

“…In the sciences students can be given questions in which they need to form testable hypotheses, and then plan and execute an experiment (de Jong & van Jooligen, 1998). In statistics, simulation provides one of the means by which an experiment can be carried out.…”

“…Students are not always proficient in noticing regularities in the data and may also be poor at interpreting graphs. Because students may be resistant to conceptual change, they may not be able to adapt hypotheses even when the data are contradictory (de Jong & van Jooligen, 1998). In statistics education, it has also been found that students can apparently be successful in their use of the computer simulation software yet still demonstrate a lack of understanding and hold misconceptions afterwards (delMas, Garfield, & Chance, 1999).…”

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

“…Unguided inquiry learning has been criticized as ineffective and cognitively too challenging for learners (Alfieri et al, 2011;Kirschner, Sweller, & Clark, 2006;Mayer, 2004). In inquiry-based learning, learners may have issues with generating suitable hypotheses, with designing experiments, and with drawing conclusions and/or regulating their own learning process (de Jong & van Joolingen, 1998;de Jong & Lazonder, 2014). These issues may be exacerbated by the use of simulations instead of physical, hands-on experiments.…”

Collaborative 3D learning games for future learning: teachers’ instructional practices to enhance shared knowledge construction among students

“…The history of simulation studies offers knowledge that may be helpful in designing learning games (for a history of simulations, see De Jong & van Joolingen, 1998). For example, one key challenge when using simulations has been how to generate an in-depth understanding of content (De Jong, 2006), as improved visualizations do not necessarily translate into better learning.…”