The influence of domain knowledge on strategy use during simulation-based inquiry learning

Learning and Instruction

Volumn 18, Issue 6, 2008, Pages 580-592

  Lazonder, Ard W ^a   Wilhelm, Pascal ^a   Hagemans, Mieke G ^a  

^a UNIVERSITY OF TWENTE   (Netherlands)

Author keywords

Computer simulations; Discovery learning; Inquiry learning; Prior knowledge

Indexed keywords

EID: 53049101061     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2007.12.001     Document Type: Article

References (28)

1. Alexander P.A., and Judy J.E. The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research 58 (1988) 375-404
2. In: Bransford J.D., Brown A.L., and Cocking R.R. (Eds). How people learn: Brain, mind, experience, and school (2002), National Academy Press, Washington, DC
3. Chinn C.A., and Malhotra B.A. Epistemologically authentic inquiry in schools: a theoretical framework for evaluating inquiry tasks. Science Education 86 (2002) 175-218
4. De Jong T. Computer simulations: technological advances in inquiry learning. Science 312 (2006) 532-533
5. De Jong T. Scaffolds for scientific discovery learning. In: Elen J., and Clark R.E. (Eds). Handling complexity in learning environments: Theory and research (2006), Elsevier, London 107-128
6. De Jong T., and Van Joolingen W.R. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research 68 (1998) 179-202
7. Gijlers H., and De Jong T. The relation between prior knowledge and students' collaborative discovery learning processes. Journal of Research in Science Teaching 42 (2005) 264-282
8. Hmelo C.E., Nagarajan A., and Roger S. Effects of high and low prior knowledge on construction of a joint problem space. Journal of Experimental Education 69 (2000) 36-56
9. Hulshof C.D., and De Jong T. Using just-in-time information to support discovery learning about geometrical optics in a computer-based simulation. Interactive Learning Environments 14 (2006) 79-94
10. Hulshof C.D., Wilhelm P., Beishuizen J., and Van Rijn H. FILE: a tool for the study of inquiry learning. Computers in Human Behavior 21 (2005) 945-956
11. Ishihara S. Ishihara's test for colour deficiency (1982), Kanehara, Tokyo
12. Kester L., Kirschner P.A., and Van Merriënboer J.J.G. Just-in-time information presentation: improving learning a troubleshooting skill. Contemporary Educational Psychology 31 (2006) 167-185
13. Klahr D., and Carver S.M. Commentary: scientific thinking about scientific thinking. Monographs of the Society for Research in Child Development 60 4, Serial No. 245 (1995)
14. Klahr D., and Dunbar K. Dual space search during scientific reasoning. Cognitive Science 12 (1988) 1-48
15. Klahr D., and Nigam M. The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science 15 (2004) 661-667
16. Lavoie R.D., and Good R. The nature and use of prediction skills in a biological computer simulation. Journal of Research in Science Teaching 25 (1988) 335-360
17. Leutner D. Guided discovery learning with computer-based simulation games: effects of adaptive and non-adaptive instructional support. Learning and Instruction 3 (1993) 113-132
18. Manlove S., Lazonder A.W., and De Jong T. Software scaffolds to promote regulation during scientific inquiry learning. Metacognition and Learning 2 (2007) 141-155
19. Mayer R.E. Should there be a three-strikes rule against pure discovery learning?. American Psychologist 59 (2004) 14-19
20. Schauble L., Glaser R., Raghavan K., and Reiner M. Causal models and experimentation strategies in scientific reasoning. The Journal of the Learning Sciences 1 (1991) 201-238
21. Swaak J., and De Jong T. Measuring intuitive knowledge in science: the development of the what-if test. Studies in Educational Evaluation 22 (1996) 341-362
22. Tuovinen J.E., and Sweller J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology 91 (1999) 334-341
23. Van Joolingen W.R., and De Jong T. An extended dual search space model of learning with computer simulations. Instructional Science 25 (1997) 307-346
24. Veenman M.V.J., Wilhelm P., and Beishuizen J.J. The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction 14 (2004) 89-109
25. Wilhelm P., and Beishuizen J.J. Content effects in self-directed inductive learning. Learning and Instruction 13 (2003) 381-402
26. Wilhelm P., and Beishuizen J.J. Asking questions during self-directed inductive learning: effects on learning outcome and learning processes. Interactive Learning Environments 12 (2004) 251-264
27. Zimmerman C. The development of scientific thinking skills in elementary and middle school. Developmental Review 27 (2007) 172-223
28. Zohar A., and Peled B. The effects of explicit teaching of metastrategic knowledge on low- and high-achieving students. Learning and Instruction 18 (2008) 337-353