Using domain-specific and generic knowledge to support discovery learning about geometrical optics in a computer-based simulation

Casper Hulshof 1 Ton De Jong 1
1 Department of Instructional Technology
Abstract : Students encounter many obstacles during scientific discovery learning with computer-based simulations. It is hypothesized that an effective type of support, that does not interfere with the scientific discovery learning process, should be delivered on a 'just-in-time' base. This paper explores the effect of facilitating access to knowledge and skills through just-in-time information. An experiment was conducted in which a group of students who worked with a computer simulation on geometrical optics had access to 'information tips' during learning. Performance of this group was compared with that of a group who had no access to information tips. Results showed that the first group showed a better learning gain than the second group.
Keywords : simulation-based learning environments
Type de document :
Communication dans un congrès
Annual Conference of the American Educational Research Association (AERA): Validity and Value in Education Research, 2002, New Orleans, United States. 7 p., 2002
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Casper Hulshof, Ton De Jong. Using domain-specific and generic knowledge to support discovery learning about geometrical optics in a computer-based simulation. Annual Conference of the American Educational Research Association (AERA): Validity and Value in Education Research, 2002, New Orleans, United States. 7 p., 2002. 〈hal-00190289〉

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