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Promoting Conceptual Learning Using Scaffolded Activities That Incorporate Interactive Simulations

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Publié dans:Education Sciences vol. 15, no. 5 (2025), p. 566
Auteur principal: Ajayan Pooja
Autres auteurs: Cao, Raymond, Eichler, Jack F
Publié:
MDPI AG
Sujets:
Students
Teaching methods
Curricula
School environment
Mathematics education
Chemistry
STEM education
Cognitive load
Inquiry method
Distance learning
Cognition & reasoning
Technology education
Simulation
Active learning
Flipped classroom
Educational objectives
Science education
Knowledge
Critical thinking
Collaborative learning
Discussion groups
Quasi-experimental methods
Educational Practices
Educational Research
Learning Processes
Academic Achievement
Learning Theories
Class Size
Meta Analysis
Cooperative Learning
Educational Change
Concept Formation
Electronic Learning
Evidence Based Practice
Course Content
Cognitive Ability
Introductory Courses
Learner Engagement
Learning Modules
Educational Facilities Improvement
Classroom Environment
Notetaking
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Résumé:Interactive simulations have been shown to enhance conceptual understanding through multiple dynamic representations and supporting the inquiry process by offering repeated trials with rapid feedback. However, incorporating simulation-based activities into large-enrollment gateway courses presents challenges. In an effort to address this, we effectively utilized discussion/recitation sections to implement simulation-based collaborative concept development activities to promote pre-class learning. These simulation-based activities focused on three key concept areas—phases and phase changes, colligative properties, and chemical kinetics—and were integrated into a second-term general chemistry course. The impact of these activities on students’ conceptual learning, as well as their immediate and intermediate-term retention, were examined using a two-group quasi-experimental repeated-measures post-test design. Students in the experimental group participated in simulation-based concept development activities, while those in the control group received instructor-centered lectures. Post-activity and final exam assessments were used to measure students’ retention of concepts. Analysis of covariance revealed a significant difference between the two groups on the chemical kinetics assessments, indicating the effectiveness of these activities in pre-class learning and concept development.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15050566
Source:Education Database