Unraveling the influence of domain knowledge during simulation-based inquiry learning |
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Authors: | Ard W Lazonder Pascal Wilhelm and Emiel van Lieburg |
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Institution: | (1) Department of Instructional Technology, University of Twente, Behavioral Sciences, P.O. Box 217, 7500 AE Enschede, The Netherlands;(2) School of Applied Psychology and Human Resource Management, Saxion Universities of Applied Sciences, P.O. Box 510, 7400 AM Deventer, The Netherlands |
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Abstract: | This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. |
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Keywords: | |
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