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The influence of domain knowledge on strategy use during simulation-based inquiry learning
ARTICLE

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Learning and Instruction Volume 18, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated how students' knowledge of a particular domain influences the type of investigative strategy they utilize in an inquiry learning task within that domain. Students with high domain knowledge were assumed to employ a theory-driven strategy, whereas less knowledgeable students were expected to start off in a data-driven mode of inquiry and gradually shift to a theory-driven strategy. Participants were 36 college freshmen who performed a simulation-based inquiry task in a familiar domain and another, isomorphic task, in an unfamiliar domain. Within-subject comparisons of the hypotheses participants generated on both tasks generally confirmed predicted patterns of strategy use. Results further showed that participants performed the familiar task more successfully. Implications for inquiry learning environments are discussed.

Citation

Lazonder, A.W., Wilhelm, P. & Hagemans, M.G. The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction, 18(6), 580-592. Elsevier Ltd. Retrieved January 21, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.12.001

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