Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning

Autor/inn/en	Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton; Anjewierden, Anjo; Bollen, Lars
Titel	Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning
Quelle	In: Journal of Science Education and Technology, 21 (2012) 6, S.722-729 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9360-x
Schlagwörter	Inquiry; Active Learning; Simulation; Models; High School Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Aktives Lernen; Simulation program; Simulationsprogramm; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg
Abstract	Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students' possibilities to change model progression phases. Results showed that high-school students in the "standard" model progression condition (n = 19), who could enter subsequent phases at will, outperformed students from a control condition (n = 30) without model progression. The unrestricted condition (n = 22) had the additional option of returning to previous phases, whereas the restricted condition (n = 20) disallowed such downward progressions as well as upward progressions in case insufficient knowledge was acquired. Both variants were found to be more effective in terms of performance than the "standard" form of model progression. However, as performance in all three model progression conditions was still rather weak, additional support is needed for students to reach full understanding of the learning content. (Contains 2 figures, 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10