Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment

Autor/inn/en	Hajian, Shiva; Jain, Misha; Liu, Arita L.; Obaid, Teeba; Fukuda, Mari; Winne, Philip H.; Nesbit, John C.
Titel	Enhancing Scientific Discovery Learning by Just-in-Time Prompts in a Simulation-Assisted Inquiry Environment
Quelle	In: European Journal of Educational Research, 10 (2021) 1, S.989-1007 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Science Instruction; Instructional Effectiveness; Physics; Scientific Concepts; Web Based Instruction; Computer Simulation; Prompting; Guidance; Active Learning; Inquiry; Undergraduate Students; Discovery Learning; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Physik; Web Based Training; Computergrafik; Computersimulation; Benutzerführung; Beratung; Aktives Lernen; Entdeckendes Lernen; Ausland; Kanada
Abstract	We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, explain, systematically test, collect evidence, and generate rules were strongly associated with diagnosing and correcting misconceptions, and constructing correct scientific concepts. Students' repeated use of predictions, systematic testing, and evidence-coordinated reasoning often led to formulating new principles, generalizing from observed patterns, verifying comprehension, and experiencing "Aha!" moments. Justin-time prompts helped learners manage embedded cognitive challenges in inquiry tasks, achieve a comprehensive understanding of the model represented in the simulation, and show significantly higher knowledge gain. Just-in-time prompts also promoted rejection of incorrect models of inquiry and construction of robust scientific mental models. The results suggest ways of customizing guidance to promote scientific learning within simulation environments. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01