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Scientific Discovery Learning with Computer Simulations of Conceptual Domains
Open accessAbstract
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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“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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“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
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“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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Metadata
- Authors
- De Jong, T., & Van Joolingen, W. R.
- Affiliations
- University of Twente (NL)
- Venue
- Review of Educational Research
- Published
- 1998-06
- Volume
- 68
- Issue
- 2
- Pages
- 179-201
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- green
- telearn.hal.science
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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