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Instructional Design of Scientific Simulations and Modeling Software to Support Student Construction of Perceptual to Conceptual Bridges
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, McNeese State University, United States ; , Southern University-Baton Rouge, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper describes the theoretical basis for a constructivist design which can help students develop a set of mental models that increasingly correspond to scientific models to explain or predict scientific phenomena. These student-constructed models can be linked to form perceptual-to-conceptual bridges via two complementary instructional pathways: (1) interactive multimedia simulations can enhance the student decision-making process in a learning environment by providing guidance through trail-and-error experiences that culminate in productive experimental outcomes; and (2) student-generated modeling software can allow visualization of a simple mechanism, which is shown as perceptual icons which can be combined in a meaningful manner that shows conceptual entities and their interactions. The design of both types of software can support scaffolded student understanding of the connection between a scientific phenomenon and its underlying scientific principle.

Citation

Suits, J.P. & Diack, M. (2002). Instructional Design of Scientific Simulations and Modeling Software to Support Student Construction of Perceptual to Conceptual Bridges. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1904-1909). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 26, 2022 from .

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