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Supporting Discovery-Based Learning within Simulations

Supporting Discovery-Based Learning within Simulations

Lloyd P. Rieber
Copyright: © 2009 |Pages: 20
ISBN13: 9781605661582|ISBN10: 1605661589|ISBN13 Softcover: 9781616925895|EISBN13: 9781605661599
DOI: 10.4018/978-1-60566-158-2.ch012
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MLA

Rieber, Lloyd P. "Supporting Discovery-Based Learning within Simulations." Cognitive Effects of Multimedia Learning, edited by Robert Z. Zheng, IGI Global, 2009, pp. 217-236. https://doi.org/10.4018/978-1-60566-158-2.ch012

APA

Rieber, L. P. (2009). Supporting Discovery-Based Learning within Simulations. In R. Zheng (Ed.), Cognitive Effects of Multimedia Learning (pp. 217-236). IGI Global. https://doi.org/10.4018/978-1-60566-158-2.ch012

Chicago

Rieber, Lloyd P. "Supporting Discovery-Based Learning within Simulations." In Cognitive Effects of Multimedia Learning, edited by Robert Z. Zheng, 217-236. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-158-2.ch012

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Abstract

This chapter presents a review of research on the use and role of interactive simulations for learning. Contemporary theories of learning, instruction, and media, suggest that learning involves a complex relationship and dependency between a learner’s prior knowledge, a learner’s motivation, the context, the task, and the resources (e.g., simulations) provided to, and used by the learner to support or enable the task. Given this perspective, and data from an evolving research program, simulations are best used to help learners construct knowledge and make meaning by giving them control over phenomena modeled by the simulation. Several theoretical frameworks have guided this research program: dual coding theory, mental models, and constructivist learning theory. An overall result of this research is that learning should be based on experience, such as that derived from interacting with a simulation, and supported with explanations. This is counter to traditional educational wisdom where explanations rule instructional strategies.

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