Supporting scientific discovery learning in a simulation environment

Abstract

Abstract Until recent times, most studies on supporting simulation‐based scientific discovery learning adopted the ad hoc strategies‐oriented approach. This paper makes a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS) . The experiment was conducted with 78 students (aged from 12 to 13 years) to examine the effects of the IS and ES using a 2x2 between‐subjects design. The main results were: significant effects were observed for IS on the post‐test of intuitive understanding, flexible application and knowledge integration; no main effect was demonstrated for ES, and there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis showed that the successful learners had designed more well‐controlled experiments than the failing ones. Learning support in a simulation environment should be directed toward the three perspectives to invite meaningful, systematic and reflective discovery learning.