Support for Learning with Computer Simulations: Giving Hints, Supporting Learning Processes, and Providing Hypotheses.

Autor/inn/en	Njoo, Melanie; de Jong, Ton
Titel	Support for Learning with Computer Simulations: Giving Hints, Supporting Learning Processes, and Providing Hypotheses.
Quelle	(1991), (41 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; College Students; Computer Assisted Instruction; Computer Simulation; Discovery Learning; Discovery Processes; Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Intermode Differences; Learning Processes + Suchen Sie Ihr Suchwort? Collegestudent; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Entdeckendes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess
Abstract	This paper contains the results of a study on the importance of discovery learning using computer simulations. The purpose of the study was to identify what constitutes discovery learning and to assess the effects of instructional support measures. College students were observed working with an assignment and a computer simulation in the domain of mechanical engineering. Twenty-two learning processes were identified and classified into transformative and regulative categories. In a second study, 91 students received a mixture of directive and non-directive support consisting of an information sheet and fill-in forms. Students were asked to work with the simulation and make use of the forms to support their exploration. By combining the variations in information sheets and fill-in forms, an experimental design was developed containing four experimental groups and one control group. It is concluded that students appeared to be more active in discovery learning when making use of the information sheets and fill-in forms. However, certain discovery processes, such as hypothesis generation, data interpretation, and the drawing of conclusions, are difficult processes and students need assistance to master them. A number of conflicting effects of the instructional support measures were also indicated. (34 references) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01