Learning from erroneous models using SCYDynamics

Dynamic phenomena are common in science education. Students can learn about such system dynamic processes through model based learning activities. This paper describes a study on the effects of a learning from erroneous models approach using the learning environment SCYDynamics. The study compared three conditions. Two experimental conditions where students had to correct errors in a model were contrasted to working with a correct model. The experimental conditions differed on whether or not the students had to detect the errors before correcting them. Results indicate that this approach enhanced students’ model testing and revising activities. Furthermore this approach was found to have a beneficial effect on learning common errors. Contrary to expectations this approach showed no learning effect on domain knowledge acquisition. The discussion further elaborates on improvements that might enhance this learning from erroneous model approach