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ERIC Number: EJ852828
Record Type: Journal
Publication Date: 2009-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0020-4277
Unraveling the Influence of Domain Knowledge during Simulation-Based Inquiry Learning
Lazonder, Ard W.; Wilhelm, Pascal; van Lieburg, Emiel
Instructional Science: An International Journal of the Learning Sciences, v37 n5 p437-451 Sep 2009
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes and outcomes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A