Comparing Two Types of Model Progression in an Inquiry Learning Environment with Modelling Facilities

Autor/inn/en	Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton
Titel	Comparing Two Types of Model Progression in an Inquiry Learning Environment with Modelling Facilities
Quelle	In: Learning and Instruction, 21 (2011) 5, S.614-624 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.01.003
Schlagwörter	Models; Comparative Analysis; Inquiry; Control Groups; Instructional Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Analogiemodell; Unterrichtserfolg; Learning process; Lernprozess
Abstract	The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students' poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students' task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10