Learning support studies involving simulation-based scientific discovery learning have tended to adopt an ad hoc strategies-oriented approach in which the support strategies are typically pre-specified according to learners' difficulties in particular activities. This article proposes a more integrated approach, a triple scheme for learning support design on the basis of the systematic analysis of the internal conditions of scientific discovery learning. The triple learning support scheme involves: (a) interpretative support that helps learners with knowledge access and the generation of meaningful and integrative understandings; (b) experimental support that scaffolds learners in systematic and valid experimental activities; and (c) reflective support that increases learners' self-awareness of the discovery processes and prompts their reflective abstraction and integration. Two experiments were conducted with eighth graders (13-year-olds) to examine the effects of these learning supports embedded into a simulation program on floating and sinking. The overall results support the main hypotheses that learning supports in a simulation environment should be directed towards the three perspectives to invite meaningful, systematic, and reflective discovery learning.