Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation

Autor/inn/en	Eckhardt, Marc; Urhahne, Detlef; Harms, Ute
Titel	Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation
Quelle	In: Education Sciences, 8 (2018), Artikel 94 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Computer Simulation; Grade 8; Secondary School Students; Foreign Countries; Cognitive Processes; Metacognition; Decision Making; Outcomes of Education; Computer Software; Science Education; Problem Solving; Learning Processes; Discovery Learning; Data Interpretation; Self Management; Intervention; Germany + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Ausland; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Problemlösen; Learning process; Lernprozess; Entdeckendes Lernen; Data evaluation; Datenauswertung; Selbstmanagement; Deutschland
Abstract	Intuitive knowledge seems to influence human decision-making outside of consciousness and differs from deliberate cognitive and metacognitive processes. Intuitive knowledge can play an essential role in problem solving and may offer the initiation of subsequent learning processes. Scientific discovery learning with computer simulations leads to the acquisition of intuitive knowledge. To improve knowledge acquisition, particular instructional support is needed as pure discovery learning often does not lead to successful learning outcomes. Hence, the goal of this study was to determine whether two different instructional interventions for scientific discovery effectively produced intuitive knowledge acquisition when learning with computer simulations. Instructional interventions for learning with computer simulations on the topic 'ecosystem water' were developed and tested in the two well-known categories data interpretation and self-regulation using a sample of 117 eighth graders during science class. The results demonstrated the efficacy of these instructional interventions on learners' intuitive knowledge acquisition. A predetermined combination of instructional support for data interpretation and for self-regulation proved to be successful for learners' intuitive knowledge acquisition after a learning session involving the computer simulation. Furthermore, the instructional intervention describing and interpreting own simulation outcomes for data interpretation seems to be an effective method for acquiring intuitive knowledge. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01