Structuring the discovery process can outperform unstructured environments, but effects depend on learner characteristics and the knowledge test used¶

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? Providing a sequence of experimentation steps with detailed directions led up to two and four times as many students to distinguish central heat and temperature concepts compared to an unstructured version. → 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 reports Linn and Songer's structured simulation curriculum with experimentation steps (before, during, after doing the experiment); "up to two and four times as many students" distinguished central concepts versus the unstructured version; these are descriptive proportions, no effect size printed.

"They report that up to two and four times as many students were able to distinguish between central concepts from the domain (heat and temperature) compared to a version that was not structured."

Discussion¶

Related Claims¶

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