Search results for author:"Ton de Jong"
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Supporting students' learning with multiple representations in a dynamic simulation-based learning environment
Jan van der Meij; Ton de Jong
Learning and Instruction Vol. 16, No. 3 (June 2006) pp. 199–212
In this study, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined. The study extends known research by examining the use of dynamic representations instead of ...
Language: English
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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
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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
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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
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Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge
Janine Swaak; Wouter R van Joolingen; Ton de Jong
Learning and Instruction Vol. 8, No. 3 (1998) pp. 235–252
In this study subjects worked with a computer simulation (on the physics domain of oscillation) in which two supportive measures were used: model progression (gradually increasing the simulation model in complexity) and assignments (small exercises)....
Language: English
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The effects of whole-class interactive instruction with Single Display Groupware for Triangles
Daniela Caballero; Siswa A.N. van Riesen; Sergio Álvarez; Miguel Nussbaum; Ton de Jong; Carlos Alario-Hoyos
Computers & Education Vol. 70, No. 1 (January 2014) pp. 203–211
Whole-class interactive instruction is an instructional approach in which all of the students in a class create knowledge together in an interactive way, mediated by the teacher. The current mixed-method study compared the effects of a specific...
Language: English
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Computer game-based mathematics education: Embedded faded worked examples facilitate knowledge acquisition
Judith ter Vrugte; Ton de Jong; Sylke Vandercruysse; Pieter Wouters; Herre van Oostendorp; Jan Elen
Learning and Instruction Vol. 50, No. 1 (August 2017) pp. 44–53
This study addresses the added value of faded worked examples in a computer game-based learning environment. The faded worked examples were introduced to encourage active selection and processing of domain content in the game. The content of the...
Language: English
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How competition and heterogeneous collaboration interact in prevocational game-based mathematics education
Judith ter Vrugte; Ton de Jong; Sylke Vandercruysse; Pieter Wouters; Herre van Oostendorp; Jan Elen
Computers & Education Vol. 89, No. 1 (November 2015) pp. 42–52
The present study addresses the effectiveness of an educational mathematics game for improving proportional reasoning in students from prevocational education. Though in theory game-based learning is promising, research shows that results are...
Language: English
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Phases of inquiry-based learning: Definitions and the inquiry cycle
Margus Pedaste; Mario Mäeots; Leo A. Siiman; Ton de Jong; Siswa A.N. van Riesen; Ellen T. Kamp; Constantinos C. Manoli; Zacharias C. Zacharia; Eleftheria Tsourlidaki
Educational Research Review Vol. 14, No. 1 (February 2015) pp. 47–61
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical...
Language: English