Designing online scaffolds for interactive computer simulation

Ching Huei Chen, I. Chia Wu, Fen Lan Jen

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

The purpose of this study was to examine the effectiveness of online scaffolds in computer simulation to facilitate students' science learning. We first introduced online scaffolds to assist and model students' science learning and to demonstrate how a system embedded with online scaffolds can be designed and implemented to help high school students learn complex science concepts. The results showed that students were in favor of learning with the system. Additional findings from our qualitative data analysis revealed three major themes, including (a) supporting science learning with interactive simulation, (b) adopting data-driven strategies, and (c) generating naïve and alternative conceptions. This finding has important implications for how online scaffolds should be designed and how to augment scientific inquiry and understanding with simulation-based learning.

Original languageEnglish
Pages (from-to)229-243
Number of pages15
JournalInteractive Learning Environments
Volume21
Issue number3
DOIs
Publication statusPublished - 2013 Jun 1

Fingerprint

computer simulation
Scaffolds
Students
Computer simulation
learning
science
student
simulation
Embedded systems
data analysis
school

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

Chen, Ching Huei ; Wu, I. Chia ; Jen, Fen Lan. / Designing online scaffolds for interactive computer simulation. In: Interactive Learning Environments. 2013 ; Vol. 21, No. 3. pp. 229-243.
@article{7e2ae42d4f54461b874084ef156d34d0,
title = "Designing online scaffolds for interactive computer simulation",
abstract = "The purpose of this study was to examine the effectiveness of online scaffolds in computer simulation to facilitate students' science learning. We first introduced online scaffolds to assist and model students' science learning and to demonstrate how a system embedded with online scaffolds can be designed and implemented to help high school students learn complex science concepts. The results showed that students were in favor of learning with the system. Additional findings from our qualitative data analysis revealed three major themes, including (a) supporting science learning with interactive simulation, (b) adopting data-driven strategies, and (c) generating na{\"i}ve and alternative conceptions. This finding has important implications for how online scaffolds should be designed and how to augment scientific inquiry and understanding with simulation-based learning.",
author = "Chen, {Ching Huei} and Wu, {I. Chia} and Jen, {Fen Lan}",
year = "2013",
month = "6",
day = "1",
doi = "10.1080/10494820.2010.549831",
language = "English",
volume = "21",
pages = "229--243",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "3",

}

Designing online scaffolds for interactive computer simulation. / Chen, Ching Huei; Wu, I. Chia; Jen, Fen Lan.

In: Interactive Learning Environments, Vol. 21, No. 3, 01.06.2013, p. 229-243.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Designing online scaffolds for interactive computer simulation

AU - Chen, Ching Huei

AU - Wu, I. Chia

AU - Jen, Fen Lan

PY - 2013/6/1

Y1 - 2013/6/1

N2 - The purpose of this study was to examine the effectiveness of online scaffolds in computer simulation to facilitate students' science learning. We first introduced online scaffolds to assist and model students' science learning and to demonstrate how a system embedded with online scaffolds can be designed and implemented to help high school students learn complex science concepts. The results showed that students were in favor of learning with the system. Additional findings from our qualitative data analysis revealed three major themes, including (a) supporting science learning with interactive simulation, (b) adopting data-driven strategies, and (c) generating naïve and alternative conceptions. This finding has important implications for how online scaffolds should be designed and how to augment scientific inquiry and understanding with simulation-based learning.

AB - The purpose of this study was to examine the effectiveness of online scaffolds in computer simulation to facilitate students' science learning. We first introduced online scaffolds to assist and model students' science learning and to demonstrate how a system embedded with online scaffolds can be designed and implemented to help high school students learn complex science concepts. The results showed that students were in favor of learning with the system. Additional findings from our qualitative data analysis revealed three major themes, including (a) supporting science learning with interactive simulation, (b) adopting data-driven strategies, and (c) generating naïve and alternative conceptions. This finding has important implications for how online scaffolds should be designed and how to augment scientific inquiry and understanding with simulation-based learning.

UR - http://www.scopus.com/inward/record.url?scp=84878160059&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84878160059&partnerID=8YFLogxK

U2 - 10.1080/10494820.2010.549831

DO - 10.1080/10494820.2010.549831

M3 - Article

AN - SCOPUS:84878160059

VL - 21

SP - 229

EP - 243

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 3

ER -