Learning by Designing Instruction in the Context of Simulation-Based Inquiry Learning

Autor/inn/en	Vreman-de Olde, Cornelise; de Jong, Ton; Gijlers, Hannie
Titel	Learning by Designing Instruction in the Context of Simulation-Based Inquiry Learning
Quelle	In: Educational Technology & Society, 16 (2013) 4, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Inquiry; Active Learning; Instructional Design; Computer Simulation; Computer Uses in Education; Electronics; Science Instruction; Scaffolding (Teaching Technique); Vocational Education; Electronic Learning; Experiments; Knowledge Level; Assignments; Comparative Analysis; Conventional Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Aktives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Computergrafik; Computersimulation; Computernutzung; Elektronik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausbildung; Berufsbildung; Erprobung; Wissensbasis; Assignment; Auftrag; Zuweisung; Unterrichtserfolg
Abstract	This study compares learning from designing instruction in the context of simulation-based inquiry learning with learning from expository teaching. The domain of instruction was the electricity domain of high-pass and low-pass filters. Participants were students from a technical vocational school. In the experimental condition ("N" = 21) students created assignments for an imaginary student to help this student to learn from a computer simulation. The LOOK-EXPERIMENT-DESIGN (LED) approach was developed to support students in designing these assignments. This support structure scaffolded students in orienting themselves in the simulation (LOOK), in performing experiments to gain more insight into the simulated domain (EXPERIMENT), and in designing assignments (DESIGN) about the simulated domain. Students in the control condition ("N" = 28) received traditional instruction. Students came from two different classes and were divided over the two conditions. After 3 two-hour lessons, all students completed a test measuring conceptual and procedural knowledge. Results showed that, in one class, students who learned by designing assignments performed significantly better on test items measuring conceptual knowledge than students who learned from traditional instruction. This was not replicated in the other class. No differences between the conditions were found for procedural knowledge. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10