How differently designed guidance influences simulation‐based inquiry learning in science education
A systematic review
Bibliographic Data
| ID | 21499214 |
|---|---|
| Authors | Yanyan Sun (0000-0002-8518-2653, Department of Educational Information Technology, Faculty of Education East China Normal University Shanghai China), Zhenping Yan (0009-0002-5897-9883, Department of Educational Information Technology, Faculty of Education East China Normal University Shanghai China), Bian Wu (0000-0003-0391-2630, Department of Educational Information Technology, Faculty of Education East China Normal University Shanghai China) |
| Year | 2022 |
| Volume | 38 |
| Issue | 4 |
| Pages | 960-976 |
| Publication date | 2022-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12667 |
| Language | EN |
| Citations received | 11 |
| References cited | 36 |
Let's talk evidence – The case for combining inquiry-based and direct instruction
Roles of digital technologies in the implementation of inquiry-based learning (IBL)
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge
The effects of a metacognitive scaffolding-supported online inquiry-based learning approach on students’ science achievement, metacognitive ability, and inquiry skills
Technology-Enhanced Collaborative Inquiry in K–12 Classrooms
Operationalizing cognitive apprenticeship through generative AI pedagogical agents
How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms
Effects of integrating a role‐playing game into a virtual reality‐based learning approach on students' perceptions of immersion, self‐efficacy, learning motivation and achievements
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
Does inquiry-based learning work better in regular classrooms or computer-based settings
The learning effects of computer simulations in science education
Does discovery-based instruction enhance learning?
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Meta-Analysis of Inquiry-Based Learning
Why Minimal Guidance During Instruction Does Not Work
Learning electric circuit principles in a simulation environment with a single representation versus “concreteness fading” through multiple representations
Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
The virtual field trip
Scientific Discovery Learning with Computer Simulations of Conceptual Domains
Phases of inquiry-based learning
| Unique citing works | 11 |
|---|---|
| Citations per year | 3.67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |