The influence of domain knowledge on strategy use during simulation-based inquiry learning

被引：29

作者：

Lazonder, Ard W. ^{[1
]}

Wilhelm, Pascal ^{[1
]}

Hagemans, Mieke G. ^{[1
]}

机构：

[1] Univ Twente, Dept Instruct Technol, NL-7500 AE Enschede, Netherlands

来源：

LEARNING AND INSTRUCTION | 2008年 / 18卷 / 06期

关键词：

Inquiry learning; Discovery learning; Computer simulations; Prior knowledge;

D O I：

10.1016/j.learninstruc.2007.12.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high domain knowledge were assumed to employ a theory-driven strategy, whereas less knowledgeable students were expected to start off in a data-driven mode of inquiry and gradually shift to a theory-driven strategy. Participants were 36 college freshmen who performed a simulation-based inquiry task in a familiar domain and another, isomorphic task, in an unfamiliar domain. Within-subject comparisons of the hypotheses participants generated on both tasks generally confirmed predicted patterns of strategy use. Results further showed that participants performed the familiar task more successfully. Implications for inquiry learning environments are discussed. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：580 / 592

页数：13

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