How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review.
Background: Guidance has showed positive effects on promoting inquiry‐based learning in science education. While an increasing number of studies focus on the design of guidance in simulation‐based inquiry learning due to recent technology developments, how different designs of a same type of guidanc...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 4; pp. 960 - 977 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157845808&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157845808 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2022 vid: 38 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157845808 156118615 157845808 157845808 10.1111/jcal.12667 157845808 ppf: 960 ppct: 17 formats: tig: atl: How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review. aug: au: Sun, Yanyan Yan, Zhenping Wu, Bian affil: Department of Educational Information Technology, Faculty of Education, East China Normal University, Shanghai, China sug: subj: Science Education Computer-Assisted Instruction Computer Simulation Learning Methods Software Design Human Systematic Review Information Technology Learning Environment ERIC Database Cognition Communication Cues Funding Source ab: Background: Guidance has showed positive effects on promoting inquiry‐based learning in science education. While an increasing number of studies focus on the design of guidance in simulation‐based inquiry learning due to recent technology developments, how different designs of a same type of guidance affect learning remains a question. Objectives: This study reviews the (quasi‐)experimental research on the learning effects of differently designed guidance in simulation‐based inquiry learning in the past decade (2011–2020). The investigation is guided by two questions: how differently designed guidance affects inquiry‐based learning in simulated environments in terms of learning process and learning outcomes, and what role technology plays in the design of guidance. In particular, we report on studies that compares the effects of a same type (process constraints/prompts/heuristics/scaffolds/metacognitive supports/direct presentation of information) of guidance with different instructional designs, and select a total of 28 peer‐reviewed journal articles. The results indicate no equivocal tendency of effectiveness towards a specific design. Instead, each type of guidance has related factors that may influence its effectiveness. Three major factors that related to optimization of inquiry learning guidance in simulation‐based environments are identified: the learner factor, the pedagogical factor, and the technological factor. Lay Description: What is already known about this topic?: Inquiry learning is an active learning approach that involves learners in self‐directed scientific discovery process to acquire knowledge.Technology provides alternative environments and unique features to support inquiry learning.Proper guidance could improve learning outcomes of inquiry‐based learning. What this paper adds?: Regarding to effectiveness, there is no equivocal tendency towards a specific design in each guidance type in simulation‐based inquiry learning.Technology plays multiple roles in the design of guidance in simulation‐based inquiry learning. Implications for practice: In the design of guidance in simulation‐based inquiry learning, learner factors, pedagogical factors, and technological factors should all be considered together.The teacher's role in providing guidance needs further exploration in simulation‐based inquiry learning. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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