Successful low-prior-knowledge inquiry learners managed cognitive load by exploring simple circuits first and pausing during learning¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Low-prior-knowledge students successful in simulation-based inquiry chose simple circuits first and introduced pauses, patterns absent in unsuccessful learners. → Ton de Jong 2024

Evidence¶

Ton de Jong 2024¶

Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

q2 · i? · review · r1

The article cites Perez et al. (2017), a sequence-mining study of inquiry-based learning with simulations of electrical circuits. Successful low-prior-knowledge students "chose to explore simple circuits first" and "introduced pauses in their learning," patterns absent in unsuccessful learners. No effect size is printed.

"In this study, low-prior-knowledge students who were more successful in learning chose to explore simple circuits first, whereas this pattern was not observed in similar students who did not learn successfully. Also, the successful students introduced pauses in their learning, which was not observed in the less successful learners."

Discussion¶

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