In this study, the question whether a computer simulation based on principles of model-based teaching can support student learning of chemistry concepts was central. To answer this question, a computer simulation and associated instructional materials were designed based on principles of model-based teaching. The simulation included the following features: a prediction mechanism, a dynamically linked graph, a nanoscale view, and a dynamic analogy. Instructional materials enabled students to generate, evaluate, and modify their knowledge. The outcomes of this study with chemistry students reveal that interaction with this computer simulation and instructional materials were beneficial to students’ learning in chemistry. Additionally, the outcomes of this study can be used for future design of educational simulations in science.
|Number of pages||16|
|Journal||Technology, Instruction, Cognition, and Learning|
|Publication status||Published - 2008|