Effects of Providing Partial Hypotheses as a Support for Simulation-Based Inquiry Learning

Autor/inn/en	Kuang, Xiulin; Eysink, Tessa H. S.; de Jong, Ton
Titel	Effects of Providing Partial Hypotheses as a Support for Simulation-Based Inquiry Learning
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 4, S.487-501 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuang, Xiulin) ORCID (Eysink, Tessa H. S.) ORCID (de Jong, Ton)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12415
Schlagwörter	Hypothesis Testing; Simulation; Inquiry; Active Learning; Secondary School Students; Science Process Skills; Scientific Principles; Motion; Data Collection; Prior Learning + Suchen Sie Ihr Suchwort? Hypothesenprüfung; Hypothesentest; Simulation program; Simulationsprogramm; Aktives Lernen; Sekundarschüler; Bewegungsablauf; Data capture; Datensammlung; Vorkenntnisse
Abstract	Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty-two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain of force and motion, concerning the topic of Newton's first law of motion. They received either a set of terms (variables, conditions and relations) to help them generate hypotheses (T condition, n = 23) or the same set of terms plus a partial hypothesis to start from (T + PHy condition, n = 29). Results showed that students in the T + PHy condition generated more complex hypotheses, performed better at data collection and acquired more domain knowledge than students in the T condition. No effects of prior knowledge were found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01