Studies comparing pure simulation-based discovery learning with expository teaching show no clear and univocal outcome in favor of simulations¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across comparison studies in biology, economics, mechanics, and electrical circuits, some found favorable results for simulations, some no difference, and some found simulations underperforming tutorials. → Ton de Jong 1998

Evidence¶

Ton de Jong 1998¶

Ton de Jong, Wouter R. van Joolingen. (1998). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. Review of Educational Research. https://telearn.hal.science/hal-00190680v1

q2 · i? · review · r3

The review's synthesis of studies contrasting pure conceptual-model simulations with expository instruction across domains including biology, economics, Newtonian mechanics, and electrical circuits, finding "no clear and univocal outcome in favor of simulations".

"The general conclusion that emerges from these studies is that there is no clear and univocal outcome in favor of simulations."

Discussion¶

Related Claims¶

• Minimal guidance is less effective for novices than explicit instruction — related
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• Enhanced discovery learning produces greater learning than other forms of instruction — related
• Well-controlled comparison studies show clear advantages of inquiry-based instruction over direct instruction for science conceptual learning — related
• Controlled studies comparing exploration-based investigation with explicit instruction overwhelmingly favor explicit instruction for science content learning — related