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Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton – Journal of Science Education and Technology, 2015
The basic premise underlying this research is that scientific phenomena are best learned by creating an external representation that complies with the complex and dynamic nature of such phenomena. Effective representations are assumed to incorporate three key characteristics: they are graphical, dynamic, and provide a pre-specified outline of the…
Descriptors: Models, Learning, High School Students, Science Instruction
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van Borkulo, Sylvia P.; van Joolingen, Wouter R.; Savelsbergh, Elwin R.; de Jong, Ton – Journal of Science Education and Technology, 2012
Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits, however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with expository instruction, using a tailored assessment designed to reveal the benefits of either mode…
Descriptors: Direct Instruction, Computer Assisted Instruction, Climate, Task Analysis
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Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton; Anjewierden, Anjo; Bollen, Lars – Journal of Science Education and Technology, 2012
Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students' possibilities to change model progression phases. Results showed that…
Descriptors: Inquiry, Active Learning, Simulation, Models