Promoting Conceptual Learning Using Scaffolded Activities That Incorporate Interactive Simulations

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Xuất bản năm:	Education Sciences vol. 15, no. 5 (2025), p. 566
Tác giả chính:	Ajayan Pooja
Tác giả khác:	Cao, Raymond, Eichler, Jack F
Được phát hành:	MDPI AG
Những chủ đề:	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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Miêu tả
Bài tóm tắt:	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.
số ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15050566
Nguồn:	Education Database