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- Vol 7 PE: App D
- Vol 7 RE: Chapter 4
scientific discovery learningcomputer simulationshypothesis generationexperimental designmetacognitive regulationadaptive guidancecognitive scaffoldingJournal article Evidence summaryAt a glance
De Jong and van Joolingen review scientific discovery learning in computer simulations, where learners infer an underlying model by generating hypotheses, designing experiments, interpreting data, and regulating their inquiry. Simulations make variables manipulable and provide rapid feedback, but unguided discovery is often inefficient.
Key ideas
Learners may struggle to state testable hypotheses, design controlled experiments, interpret ambiguous results, connect evidence with hypotheses, plan sequences of inquiry, and monitor progress. Prior knowledge and systematic strategies strongly affect success. The authors organise these difficulties through the dual search spaces of hypotheses and experiments and review instructional supports such as direct background information, assignments, model progression, worked advice, hypothesis scratchpads, experiment-design tools, record keeping, and adaptive guidance. Support should preserve meaningful learner control while reducing unproductive search.
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The review therefore rejects a simple opposition between instruction and discovery: effective simulation learning combines active investigation with scaffolds targeted to specific cognitive and metacognitive obstacles.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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