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The Influence of Domain Knowledge on Strategy Use during Simulation-Based Inquiry Learning
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Lazonder, Ard W.; Wilhelm, Pascal; Hagemans, Mieke G. – Learning and Instruction, 2008
This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high domain knowledge were assumed to employ a theory-driven strategy, whereas less knowledgeable students were expected to start off in a data-driven mode…
Descriptors: College Freshmen, Higher Education, Educational Environment, Simulation
The Generality vs Domain-Specificity of Metacognitive Skills in Novice Learning across Domains.
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Veenman, Marcel V. J.; And Others – Learning and Instruction, 1997
The generality and domain-specificity of the metacognitive skills students bring to new situations were studied with 14 Dutch college freshmen in three simulations. Results support the generality of novice metacognitive skills across domains, and suggest that metacognitive skillfulness is partly independent of intelligence. (SLD)
Descriptors: College Freshmen, Foreign Countries, Higher Education, Intelligence
Supporting Simulation-Based Learning; The Effects of Model Progression and Assignments on Definitional and Intuitive Knowledge.
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Swaak, Janine; Van Joolingen, Wouter R.; de Jong, Ton – Learning and Instruction, 1998
Sixty-three college students worked with a computer simulation in which gradually increasing model complexity (model progression), model progression plus small assignments, or a control condition without either were used. Definition knowledge increased for all three conditions, but intuitive knowledge gain was greater for the two experimental…
Descriptors: Assignments, College Students, Computer Simulation, Definitions
Intellectual Ability and Working Method as Predictors of Novice Learning.
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Veenman, Marcel V. J.; Elshout, Jan J. – Learning and Instruction, 1991
Fourteen high-intelligence and 13 low-intelligence first-year college students worked in a structured or unstructured simulation environment to learn correlational principles. Thinking-aloud protocols indicate that high-intelligence subjects exhibit a better working method than do low-intelligence subjects, and that working method is a strong…
Descriptors: College Freshmen, Comparative Analysis, Correlation, Foreign Countries
Guided Discovery Learning with Computer-Based Simulation Games: Effects of Adaptive and Non-Adaptive Instructional Support.
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Leutner, Detlev – Learning and Instruction, 1993
System-initiated adaptive advice and learner-requested nonadaptive background information were investigated in computer simulation game experiments with 64 seventh graders, 38 college students, and 80 seventh and eighth graders in Germany. Results are discussed in terms of theories of problem solving, intelligence, memory, and information…
Descriptors: Background, Cognitive Processes, College Students, Computer Assisted Instruction