Professional Documents
Culture Documents
COMPUTER SIMULATIONS
Technological Advances
in Inquiry Learning
Ton de Jong
he promise offered by inquiry learning effective inquiry learning. Using simulations process and the developing knowledge).
SimQuest applications (16), Co-Lab (17), psychology, for instance, simulations have mod- effective in acquiring intuitive, deep, concep-
GenScope (18), and Inquiry Island (19). eled Pavlovian (classical) conditioning, where tual knowledge; direct instruction and prac-
One example from a SimQuest application an organism learns to relate one event to another tice can be used for more factual and proce-
explores the physics of moments (see the fig- previously unrelated event (25, 26) (see the dural knowledge. Ultimately, we want stu-
ure on page 532) (20). Support is offered in the figure below). dents to gain a well-organized knowledge
form of an assignment that asks students A number of research issues still lie ahead. base that allows them to reason and solve
to explore the balance of the seesaw by First, the introduction of cognitive tools may problems in the workplace and in academic
changing variables. Another available aid is a lead to overly complex learning environments settings. Finding the right balance between
hypothesis scratchpad that lets students build that hinder learning by requiring too much inquiry learning and direct instruction, there-
expressions from variables (e.g., force F1, working memory capacity. Ways to reduce this fore, is a major challenge.
distance a1, and moment M1) and relations extraneous cognitive load, such as by integrat-
(e.g., increases) to cre- References and Notes
1. Organisation for Economic Co-operation and
ate testable hypotheses
Development, Learning for Tomorrows WorldFirst
(e.g., if F1 increases, Results from PISA 2003 (OECD, Paris, 2004).
then M1 increases). 2. National Science Foundation, in Foundations: Inquiry:
Most experimental Thoughts, Views, and Strategies for the K-5 Classroom
evaluations of cogni- (NSF, Arlington, VA, 2000), vol. 2, pp. 15
(www.nsf.gov/pubs/2000/nsf99148/intro.htm).
tive tools offer differ- 3. R. E. Mayer, Am. Psych. 59, 14 (2004).
ent configurations of 4. J. S. Bruner, Harvard Ed. Rev. 31, 21 (1961).
learning environments 5. J. Dewey, Logic: The Theory of Inquiry (Holt, New York,
to different experimen- 1938).
6. C. A. Chinn, B. A. Malhotra, Sci. Ed. 86, 175 (2002).
tal groups. Effects mea- 7. T. de Jong, in Dealing with Complexity in Learning
sured include the ac- Environments, J. Elen, R. E. Clark, Eds. (Elsevier Science,
quisition of concep- London, 2006), pp. 107128.
tual knowledge, pro- 8. T. de Jong, W. R. van Joolingen, Rev. Ed. Res. 68, 179
(1998).
cedural knowledge, 9. C. A. Chinn, W. F. Brewer, Rev. Ed. Res. 63, 1 (1993).
and/or inquiry skills. 10. A. E. Lawson, J. Res. Sci. Teach. 39, 237 (2002).
Often the learning pro- 11. A. Keselman, J. Res. Sci. Teach. 40, 898 (2003).
cess can be analy- 12. L. Schauble, R. Glaser, R. A. Duschl, S. Schulze, J. John,
J. Learn. Sci. 4, 131 (1995).
zed from log f iles
13. E. L. Lewis, J. L. Stern, M. C. Linn, Ed. Technol. 33, 45
that track the behav- (1993).
i o r o f students in 14. S. Manlove, A. W. Lazonder, T. de Jong, J. Comput. Assist.
the learning environ- Learn. 22, 87 (2006).
ment and/or data from A simulation of psychological conditioning. Students can perform multiple 15. C. Quintana et al., J. Learn. Sci. 13, 337 (2004).
16. W. R. van Joolingen, T. de Jong, in Authoring Tools for
students who are re- trials and can offer the dog a sausage, ring the bell, and/or light the lamp and Advanced Technology Educational Software: Toward Cost-
quested to think aloud then observe the salivation of the dog. In this way, they explore principles of con- Effective Production of Adaptive, Interactive, and
during learning. The ditioning, second-order conditioning, and extinction. Intelligent Educational Software, T. Murray, S. Blessing,
most effective learn- S. Ainsworth, Eds. (Kluwer Academic, Dordrecht,
Netherlands, 2003), pp. 131.
ing results are found with tools that structure the ing representations (27), are being investigated. 17. W. R. van Joolingen, T. de Jong, A. W. Lazonder, E.
learning process, provide students with pre- Another challenge lies in adapting the learning Savelsbergh, S. Manlove, Comput. Human. Behav. 21,
defined hypotheses and background informat- environment to respond not only to differences 671 (2005).
ion, help students plan (e.g., by providing a between learners but also to the developing 18. D. T. Hickey, A. C. H. Kindfield, P. Horwitz, M. A. Christie,
Am. Ed. Res. J. 40, 495 (2003).
sequence of assignments), or give hints for effi- knowledge and skills of an individual learner. 19. B. White, J. Frederiksen, Ed. Psych. 40, 211 (2005).
cient experimentation (7, 15, 21). For example, Learning environments could use fading, in 20. The full interactive example, including hypothesis
students offered simulations and assignments per- which cognitive tools gradually disappear so scratchpad, is available online (www.simquest.nl).
formed better in tests of intuitive knowledge of that the learner can ultimately take over the 21. M. C. Linn, P. Bell, E. A. Davis, in Internet Environments
for Science Education, M. Linn, E. A. Davis, P. Bell, Eds.
the physics of oscillation (22). Also, biology stu- learning process. Automating this would need
(Lawrence Erlbaum Associates, Mahwah, NJ, 2004), pp.
dents who received prompts on experimental an adequate cognitive diagnosis of both a stu- 315341.
strategies outperformed in tests those who dents learning process and developing knowl- 22. J. Swaak, W. R. van Joolingen, T. de Jong, Learn. Instruct.
received other prompts or no prompts at all (23). edge and might be based on the log files of the 8, 235 (1998).
students interactions with the system (28). A 23. X. Lin, J. D. Lehman, J. Res. Sci. Teach. 36, 837 (1999).
24. D. Klahr, M. Nigam, Psych. Sci. 15, 661 (2004).
The Road Ahead further challenge is to find ways to combine 25. C. D. Hulshof, T. H. S. Eysink, S. Loyens, T. de Jong,
CREDIT: CASPER HULSHOF AND MARITA WESSELINK
Unguided inquiry is generally found to be an collaborative learning and inquiry learning Interactive Learn. Environ. 13, 39 (2005).
ineffective way of learning (24). Reviewing (17, 29). Specific tools to structure the collab- 26. The classical conditioning example is available online
classical research in three areas of learning oration and sharing of (intermediate) models (http://zap.psy.utwente.nl/english/).
27. J. Sweller, J. J. G. van Merrinboer, F. Paas, Ed. Psych.
problem-solving rules, conservation strategies, between students are only now being devel- Rev. 10, 251 (1998).
and programming conceptsMayer (3) con- oped. Students may also be offered the oppor- 28. K. H. Veermans, W. R. van Joolingen, T. de Jong, Int. J.
cluded that guided discovery learning is effec- tunity to create informal models (17). Such a Sci. Ed. 28, 341 (2006).
tive. These guided inquiry environments are facility helps them to articulate intuitive 29. T. Okada, H. A. Simon, Cog. Sci. 21, 109 (1997).
30. In part sponsored by Netherlands Organization for
starting to enter educational practice, espe- knowledge and at the same time gives them a Scientific Research (NWO/PROO), the Information Society
cially for ages 14 and up, and large-scale eval- specific task to complete. Technologies (IST) priority of the European Community (the
uations are promising (18). Mostly physical Sound curricula combine different forms Kaleidoscope Network of Excellence), and Stichting SURF.
science topics have been tested, but inquiry of tuition, both inquiry learning and direct
environments have been used in other areas. In instruction. Inquiry learning may be more 10.1126/science.1127750