Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain
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This article describes a study into the role of heuristic support in facilitating discovery learning through simulation‐based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance derived from heuristics, without presenting the heuristics themselves; in the other (explicit heuristics) the heuristics themselves are also made explicit to the learner. The two learning environments are tested with 46 students from two schools. The results show that learners in both conditions gain domain knowledge from pre‐test to post‐test. Regression analyses show that pre‐test results can predict post‐test results in the implicit heuristics condition but not in the explicit heuristic condition. Process analyses suggest that presenting the heuristics explicitly facilitate more self‐regulation in students.
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It was not practical to retain 11 phases because inquiry-based learning is often referred to as a complex and difficult learning process for the learners and therefore a smaller number of phases helps to better present the whole inquiry-based learning.
“However, it was not practical to retain 11 phases, because inquiry-based learning is often referred as a complex and difficult learning process for the learners (de Jong & van Joolingen, 1998;Veermans, van Joolingen, & de Jong, 2006) and therefore, a smaller number of phases helps to better present the whole inquiry-based learning.”
From Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) · cites this paper as Veermans, van Joolingen, & de Jong, 2006
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Computer Simulation Integration in Secondary Physics
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- Authors
- Veermans, K., Joolingen, W. V., & de Jong, T.
- Affiliations
- University of Turku (FI)
- University of Twente (NL)
- Corresponding author
- Veermans, Koen
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2006-03-18
- Volume
- 28
- Issue
- 4
- Pages
- 341-361
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W1982024736
- Cited by
- 96
- References
- 44
- Citations by year
- 2025: 3 · 2024: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 8 · 2018: 6 · 2017: 4 · 2016: 7 · 2015: 6 · 2014: 8 · 2013: 10 · 2012: 7
- FWCI
- 17.55
- Type
- journal article
- Language
- en
- Open access
- green
- research.utwente.nl
- Licence
- other-oa
- Locations
- International Journal of Science Education (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion)
- University of Twente Research Information (publishedVersion, other-oa)
- HAL (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- heuristics, discovery learning, simulation-based training, physics education, collision, student self-regulation, domain knowledge acquisition, learning environment design
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