The DOI matches its Crossref record; 113 of the 114 references it cites were found in a registry or an index.
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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Citations
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Phases of inquiry-based learning: Definitions and the inquiry cycle
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.02.003 · Cited by 2,119
“…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…”
BackgroundInfluentialThe learning effects of computer simulations in science education
Rutten, N., van Joolingen, W., & van der Veen, J. T. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.07.017 · Cited by 1,079
Meta-Analysis of Inquiry-Based Learning: Effects of Guidance
Lazonder, A. W., & Harmsen, R. (2016) · Review of Educational Research · doi:10.3102/0034654315627366 · Cited by 967
Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999) · HAL · doi:10.1207/s15327809jls0803 · Cited by 875
Blueprints for complex learning: The 4C/ID-model
van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002) · Educational Technology Research and Development · doi:10.1007/bf02504993 · Cited by 708
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
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