Effects of providing partial hypotheses as a support for simulation‐based inquiry learning
Bibliographic Data
| ID | 21499799 |
|---|---|
| Authors | Xiulin Kuang (0000-0001-7694-2289, Department of Instructional Technology University of Twente The Netherlands, corresponding author), Tessa H S Eysink (0000-0001-5820-4469, Department of Instructional Technology University of Twente The Netherlands), Ton De Jong (0000-0003-0416-4304, Department of Instructional Technology University of Twente The Netherlands) |
| Year | 2020 |
| Volume | 36 |
| Issue | 4 |
| Pages | 487-501 |
| Publication date | 2020-08-01 |
| 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.12415 |
| OpenAlex | W3008886406 |
| Language | EN |
| Citations received | 5 |
| References cited | 49 |
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty‐two secondary school students completed three prior knowledge tests and worked on an inquiry task in the domain of force and motion, concerning the topic of Newton's first law of motion. They received either a set of terms (variables, conditions and relations) to help them generate hypotheses (T condition, n = 23) or the same set of terms plus a partial hypothesis to start from (T + PHy condition, n = 29). Results showed that students in the T + PHy condition generated more complex hypotheses, performed better at data collection and acquired more domain knowledge than students in the T condition. No effects of prior knowledge were found
Data collection · Discovery Learning · Domain knowledge · Epistemology · Mathematics education · Statistics · Computer Science · Education and Critical Thinking Development · Mathematics · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes · Artificial Intelligence
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |