Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials

Y.G. Mulder, Adrianus W. Lazonder, Ton de Jong

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)322-347
JournalSimulation & gaming
Volume46
Issue number3-4
DOIs
Publication statusPublished - 2015

Fingerprint

Students
Simulation
Computer modeling
Progression
Modeling

Keywords

  • METIS-313215
  • IR-98137

Cite this

Mulder, Y.G. ; Lazonder, Adrianus W. ; de Jong, Ton. / Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials. In: Simulation & gaming. 2015 ; Vol. 46, No. 3-4. pp. 322-347.
@article{625dbc8a2d0a4547aabba63f7fe12acc,
title = "Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials",
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 = "METIS-313215, IR-98137",
author = "Y.G. Mulder and Lazonder, {Adrianus W.} and {de Jong}, Ton",
note = "This article is a part of a symposium titled: System Dynamics and Simulation/Gaming",
year = "2015",
doi = "10.1177/1046878115577159",
language = "English",
volume = "46",
pages = "322--347",
journal = "Simulation & gaming",
issn = "1046-8781",
publisher = "SAGE Publications",
number = "3-4",

}

Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials. / Mulder, Y.G.; Lazonder, Adrianus W.; de Jong, Ton.

In: Simulation & gaming, Vol. 46, No. 3-4, 2015, p. 322-347.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials

AU - Mulder, Y.G.

AU - Lazonder, Adrianus W.

AU - de Jong, Ton

N1 - This article is a part of a symposium titled: System Dynamics and Simulation/Gaming

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

KW - METIS-313215

KW - IR-98137

U2 - 10.1177/1046878115577159

DO - 10.1177/1046878115577159

M3 - Article

VL - 46

SP - 322

EP - 347

JO - Simulation & gaming

JF - Simulation & gaming

SN - 1046-8781

IS - 3-4

ER -