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Cited by 1,593Science Education and PedagogyInnovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Scientific discovery learning with computer simulations of conceptual domains

Open access
De Jong, Ton, Van Joolingen, Wouter R.·1998·Review of Educational Research
DOI 10.3102/00346543068002179
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Abstract

Scientific discovery learning is a highly self-directed and constructivistic form of learning. A computer simulation is a type of computer-based environment that is well suited for discovery learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovery learning in simulation environments together with problems that learners may encounter in discovery learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.

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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 de Jong & van Joolingen, 1998

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  • Most previous instructional models only focused on transformative learning processes and did not include regulative processes as independent inquiry phases.

    “It is also worth mentioning that most previous instructional models only focused on transformative learning processes and did not include regulative processes as independent inquiry phases.”

    From Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) · cites this paper as de Jong & van Joolingen, 1998

    In “Simulations of Conceptual Domains” (page unavailable), the paper says De Jong and Njoo added a distinction between transformative and regulative processes to earlier accounts. It does not establish that most previous instructional models omitted regulative processes as independent phases; it describes an earlier plan–execute–evaluate cycle. (LLM, conf=0.80)

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  • The interaction between transformative and regulative processes is now viewed as a key element in inquiry-based learning.

    “The interaction between transformative and regulative processes is now viewed as a key element in inquiry-based learning (de Jong & van Joolingen, 1998).”

    From Phases of inquiry-based learning: Definitions and the inquiry cycle (2015) · cites this paper as de Jong & van Joolingen, 1998

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1 of the 114 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Bangert-Drowns, R., Kulik, J., & Kulik, C. (1985). Effectiveness of computer-based education in secondary schools. Journal of Computer Based Instruction, 12, 59-68.
  2. Glaser, R., Raghavan, K., & Schauble, L. (1988). Voltaville, a discovery environment to explore the laws of DC circuits. Proceedings of the ITS-88 (pp. 61-66). Montreal, Canada.
  3. Novak, J.D., & Wandersee, J.H. (1990). Perspectives on concept mapping (special issue). Journal of Research in Science Teaching, 27, 921-1079.
  4. Schauble, L., Raghavan, K., & Glaser, R. (1993). The discovery and reflection notation: A graphical trace for supporting self regulation in computer-based laboratories. In S. P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 319-341).
  5. Smith, R.B. (1986). The Alternate Reality Kit: An animated environment for creating interactive simulations. Proceedings of IEEE Computer Society Workshop on Visual Programming (pp. 99-106). Dallas, TX.
  6. Thomas, R., & Hooper, E. (1991). Simulations: an opportunity we are missing. Journal of Research on Computing in Education, 23, 497-513.

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Authors
De Jong, T., & Van Joolingen, W. R.
Affiliations
University of Twente
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
1998-06
Volume
68
Issue
2
Pages
179-201
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543068002179
OpenAlex
W2151715145
Cited by
1,593
References
114
Citations by year
2026: 65 · 2025: 43 · 2024: 53 · 2023: 66 · 2022: 69 · 2021: 69 · 2020: 81 · 2019: 54 · 2018: 80 · 2017: 66 · 2016: 69 · 2015: 56 · 2014: 84 · 2013: 73 · 2012: 79
FWCI
116.11
Type
journal article
Language
en
Open access
Licence
Locations
  • Review of Educational Research (publishedVersion)
  • University of Twente Research Information (publishedVersion)
  • HAL (submittedVersion, other-oa)
  • University of Twente Research Information (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
computer simulation, conceptual domains, constructivism, self-directed learning, simulation-based learning environments, pedagogical support, learning effectiveness and efficiency, student learning difficulties

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