学习支持对基于计算机模拟的发现学习的影响

THE EFFECT OF LEARNING SUPPORT ON SIMULATION-BASED DISCOVERY LEARNING

研究了针对发现活动的意义性的解释性支持 (IS)、针对其系统逻辑性的实验性支持 (ES)以及学习者的推理能力对基于模拟的科学发现学习的影响。设计开发了关于浮力的模拟软件 ,被试为北京十四中初二学生 80名 ,采用 2 (有 /无IS)× 2 (有 /无ES)× 3(推理能力 )的混合实验设计。结果发现 ,推理能力在原理性知识、直觉性理解测验以及学习者所设计实验的质量上有显著的主效应。IS在原理性知识和灵活应用测验上有显著的主效应。ES与推理能力在原理性知识测验上有显著的交互作用 ,ES在学习者所设计实验的质量上有显著的主效应。这一结果说明 ,发现活动的意义性和系统逻辑性对基于模拟的发现学习有重要的制约作用 。

This study made a further investigation on the effects of two types of learning support on simulation based scientific discovery learning interpretative support (IS) that helped learners with knowledge access and the generation of integrative understanding, experimental support (ES) that scaffolded learners in the systematic and logical design of experiments. In result, (1) learners' reasoning ability had significant effect on the posttest of principle knowledge and intuitive understanding. (2) IS had notable effect on the test of principle knowledge and intuitive understanding. (3) There was a clear interaction between ES and reasoning ability on the test of principle knowledge, indicating that ES had positive influence to low reasoning ability learners, while it had negative effect among the middle ability group. Significant positive effect was observed for ES on the quality of the experiments designed by learners during learning processes. These results imply that the meaningfulness and systematic logicality of discovery processes have prominent effect to simulation based discovery learning; hence learning supports should be designed towards the two spheres.