Metaconceptually Enhanced Simulation-Based Inquiry Learning: Effects on the Eighth-Grade Physics Students’ Conceptual Change and Epistemological Beliefs

• In Event: Instructional Technology SIG: Simulations, Games, Multimedia, and Mobile Learning

Abstract

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on the 8th grade students’ conceptual change and their development of science epistemological beliefs. Two groups of students engaged in science inquiry using the same computer simulations but different simulation guides: one was enhanced with metaconceptual intervention while the other was not. The findings suggested that metaconceptual intervention could enhance simulation-based learning by significantly reducing science misconceptions, but it was not as effective in changing students’ mental models consisting of multiple interrelated key concepts. Further, students’ beliefs about the speed of learning and the construction of knowledge were strong predictors of conceptual change. Finally, inquiry learning and metaconceptual intervention had limited success in promoting students’ development of science epistemological beliefs.

Authors

• Kun Huang, University of North Texas Health Science Center

• Xun Ge, University of Oklahoma

• Deniz Eseryel, University of Oklahoma