Learning by designing instruction in the context of simulation-based inquiry learning

Cornelise Vreman-de Olde, Ton de Jong, Aaltje H. Gijlers

    Research output: Contribution to journalArticleAcademicpeer-review

    13 Citations (Scopus)

    Abstract

    This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition (N = 21) students created assignments for an imaginary student to help this student to learn from a computer simulation. The LOOK-EXPERIMENT-DESIGN (LED) approach was developed to support students in designing these assignments. This support structure scaffolded students in orienting themselves in the simulation (LOOK), in performing experiments to gain more insight into the simulated domain (EXPERIMENT), and in designing assignments (DESIGN) about the simulated domain. Students in the control condition (N = 28) received traditional instruction. Students came from two different classes and were divided over the two conditions. After 3 two-hour lessons, all students completed a test measuring conceptual and procedural knowledge. Results showed that, in one class, students who learned by designing assignments performed significantly better on test items measuring conceptual knowledge than students who learned from traditional instruction. This was not replicated in the other class. No differences between the conditions were found for procedural knowledge.
    Original languageEnglish
    Pages (from-to)47-58
    Number of pages12
    JournalEducational technology & society
    Volume16
    Issue number4
    Publication statusPublished - 2013

    Fingerprint

    Students
    instruction
    simulation
    learning
    student
    vocational technical school
    Low pass filters
    computer simulation
    electricity
    Teaching
    Electricity
    experiment
    Computer simulation

    Keywords

    • METIS-299729
    • IR-88372

    Cite this

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    title = "Learning by designing instruction in the context of simulation-based inquiry learning",
    abstract = "This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition (N = 21) students created assignments for an imaginary student to help this student to learn from a computer simulation. The LOOK-EXPERIMENT-DESIGN (LED) approach was developed to support students in designing these assignments. This support structure scaffolded students in orienting themselves in the simulation (LOOK), in performing experiments to gain more insight into the simulated domain (EXPERIMENT), and in designing assignments (DESIGN) about the simulated domain. Students in the control condition (N = 28) received traditional instruction. Students came from two different classes and were divided over the two conditions. After 3 two-hour lessons, all students completed a test measuring conceptual and procedural knowledge. Results showed that, in one class, students who learned by designing assignments performed significantly better on test items measuring conceptual knowledge than students who learned from traditional instruction. This was not replicated in the other class. No differences between the conditions were found for procedural knowledge.",
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    Learning by designing instruction in the context of simulation-based inquiry learning. / Vreman-de Olde, Cornelise; de Jong, Ton; Gijlers, Aaltje H.

    In: Educational technology & society, Vol. 16, No. 4, 2013, p. 47-58.

    Research output: Contribution to journalArticleAcademicpeer-review

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    AU - Vreman-de Olde, Cornelise

    AU - de Jong, Ton

    AU - Gijlers, Aaltje H.

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    Y1 - 2013

    N2 - This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition (N = 21) students created assignments for an imaginary student to help this student to learn from a computer simulation. The LOOK-EXPERIMENT-DESIGN (LED) approach was developed to support students in designing these assignments. This support structure scaffolded students in orienting themselves in the simulation (LOOK), in performing experiments to gain more insight into the simulated domain (EXPERIMENT), and in designing assignments (DESIGN) about the simulated domain. Students in the control condition (N = 28) received traditional instruction. Students came from two different classes and were divided over the two conditions. After 3 two-hour lessons, all students completed a test measuring conceptual and procedural knowledge. Results showed that, in one class, students who learned by designing assignments performed significantly better on test items measuring conceptual knowledge than students who learned from traditional instruction. This was not replicated in the other class. No differences between the conditions were found for procedural knowledge.

    AB - This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition (N = 21) students created assignments for an imaginary student to help this student to learn from a computer simulation. The LOOK-EXPERIMENT-DESIGN (LED) approach was developed to support students in designing these assignments. This support structure scaffolded students in orienting themselves in the simulation (LOOK), in performing experiments to gain more insight into the simulated domain (EXPERIMENT), and in designing assignments (DESIGN) about the simulated domain. Students in the control condition (N = 28) received traditional instruction. Students came from two different classes and were divided over the two conditions. After 3 two-hour lessons, all students completed a test measuring conceptual and procedural knowledge. Results showed that, in one class, students who learned by designing assignments performed significantly better on test items measuring conceptual knowledge than students who learned from traditional instruction. This was not replicated in the other class. No differences between the conditions were found for procedural knowledge.

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