Comparing two types of model progression in an inquiry learning environment with modelling facilities

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Learning and Instruction Vol. 21, No. 5 (October 2011) pp. 614–624

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill...

Language: English

Using heuristic worked examples to promote inquiry-based learning

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 56–64

Inquiry learning can be facilitated by having students investigate the domain through a computer simulation and express their acquired understanding in a runnable computer model. This study investigated whether heuristic worked examples can further...

Language: English

Collaborative versus Individual Use of Regulative Software Scaffolds during Scientific Inquiry Learning

Sarah Manlove; Ard W. Lazonder; Ton de Jong

Interactive Learning Environments Vol. 17, No. 2 (June 2009) pp. 105–117

Scaffolds to plan, monitor, and evaluate learning within technology-enhanced inquiry and modeling environments are often little used by students. One reason may be that students frequently work collaboratively in these settings and their group work...

Offering and discovering domain information in simulation-based inquiry learning

Ard W. Lazonder; Mieke G. Hagemans; Ton de Jong

Learning and Instruction Vol. 20, No. 6 pp. 511–520

The present study investigated how presenting domain information influences scientific reasoning and knowledge acquisition in low prior knowledge students. Fifty-five college freshmen received an inquiry task in an unfamiliar domain and were...

Language: English

Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong

Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 168–177

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 ...

Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation

Mohammad Saleh; Ard W. Lazonder; Ton De Jong

Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 2 (March 2005) pp. 105–119

This study examined how grouping arrangements affect students' achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the...

Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning

Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong; Anjo Anjewierden; Lars Bollen

Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 722–729

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 ...

Using Scenarios to Design Complex Technology-Enhanced Learning Environments

Ton de Jong; Armin Weinberger; Isabelle Girault; Anders Kluge; Ard W. Lazonder; Margus Pedaste; Sten Ludvigsen; Muriel Ney; Barbara Wasson; Astrid Wichmann; Caspar Geraedts; Adam Giemza; Tasos Hovardas; Rachel Julien; Wouter R. van Joolingen; Anne Lejeune; Constantinos C. Manoli; Yuri Matteman; Tago Sarapuu; Alex Verkade; Vibeke Vold; Zacharias C. Zacharia

Educational Technology Research and Development Vol. 60, No. 5 (October 2012) pp. 883–901

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce...