Simulation-based scientific discovery learning research on the effects of experimental support and learners' reasoning ability

摘要

On the basis of our previous research, the present study made a further investigation into how to support simulation-based scientific discovery learning from the scientific experiment and reasonign perspective. A 2 (ES / no ES) X 3 (high / middle/ low) between-subjects design was adopted to examine the effect of the experimental support (ES) and learners' reasoning ability. As a result, (1) clear main effects were observed for reasoning ability level on the post-test of principle knowledge and intuitive understanding, (2) there was an interaction between the ES and reasoning ability level on the post-test of principle knowledge, indicating that ES had positive influence on low ability learners, but negative influence on middle ability learners. A process analysis manifested that the learners with the ES had performed more qualified and well-controlled experiments. A conclusion was drawn concerning how to support scientific discovery learning in a simulation environment.