Two Comparative Studies of Computer Simulations and Experiments as Learning Tools in School and Out-of-School Education

Autor/inn/en	Krüger, Johanna T.; Höffler, Tim N.; Wahl, Martin; Knickmeier, Katrin; Parchmann, Ilka
Titel	Two Comparative Studies of Computer Simulations and Experiments as Learning Tools in School and Out-of-School Education
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 2, S.169-197 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krüger, Johanna T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09566-1
Schlagwörter	Computer Simulation; Teaching Methods; Secondary School Students; Hands on Science; Science Education; Cognitive Processes; Difficulty Level; Science Experiments; Learner Engagement; After School Programs + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Naturwissenschaftliche Bildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable methods in science education are of great importance. However, previous studies could not sufficiently clarify the educational advantages and disadvantages of both methods and often lack adequate comparability. This paper presents two studies of direct comparisons of hands-on experiments and interactive computer simulations as learning tools in science education for secondary school students in two different learning locations (Study I: school; Study II: student laboratory). Using a simple experimental research design with type of learning location as between-subjects factor (N[subscript Study I] = 443, N[subscript Study II] = 367), these studies compare working on computer simulations versus experiments in terms of knowledge achievement, development of situational interest and cognitive load. Independent of the learning location, the results showed higher learning success for students working on computer simulations than while working on experiments, despite higher cognitive load. However, working on experiments promoted situational interest more than computer simulations (especially the epistemic and value-related component). We stated that simulations might be particularly suitable for teaching complex topics. The findings reviewed in this paper moreover imply that working with one method may complement and supplement the weaknesses of the other. We conclude that that the most effective way to communicate complex current research topics might be a combination of both methods. These conclusions derive a contribution to successful modern science education in school and out-of-school learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01