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Abstract BackgroundUsing simulations in science instruction can help make abstract topics more concrete and boost students' understanding. AimsThe current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture‐then‐simulation approach. SamplesParticipants (Experiment 1,N = 168; Experiment 2,N = 357) were undergraduate students in several sections of a first‐year chemistry course. MethodsStudents were randomly assigned to explore a simulation on atomic structure either before a lecture (explore‐first condition) or after the lecture (instruct‐first condition). In Experiment 1, the simulation activity time was limited (15 min) and the activity varied in whether self‐explanation (‘why’) prompts were included. In Experiment 2, the activity time was lengthened (20 min), and only ‘why’ prompts were used. After the activity and lecture, students completed a survey and posttest. ResultsIn Experiment 1, students in the explore‐first condition scored lower on posttest conceptual knowledge scores and reported lower curiosity compared to students in the instruct‐first condition. Scores for basic facts and transfer knowledge, and self‐reported situational interest, self‐efficacy, and competence, were equal between conditions. No effects of prompt condition were found. In Experiment 2, with longer activity time, the results reversed. Students in the explore‐first condition scored equally on basic facts and higher on conceptual knowledge and transfer measures, while also reporting higher curiosity, situational interest, self‐efficacy, competence, and cognitive engagement. ConclusionWhen properly designed, placing simulations before—rather than after—lecture can deepen learning, motivation, and competence.
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WIP: Exploratory Learning Before Instruction on Python Error Messages: Looking Beyond the Learning Outcomes
This research work in progress research paper examines student perceptions after completing an exploratory learning lesson before instruction on an introductory programming concept. During exploratory learning activities, students explore a novel concept prior to instruction—the reverse of typical instruct-then-practice methods. Exploratory learning before instruction can help students activate prior knowledge, become aware of their knowledge gaps, and discern important problem features to improve conceptual understanding. Students in a first-year engineering course (N=402) learned about Python error messages in one of two conditions. In the explore-first condition, students completed a collaborative activity prior to instruction. In the instruct-first condition, students received instruction prior to the activity. Following the activity and instruction, students completed a survey to assess their perceptions of the activities. Survey items (e.g. cognitive load, self-efficacy, belonging, knowledge gaps) were chosen as potential factors that could explain learning outcomes between the two conditions. In prior work, we found higher posttest scores in the instruct-first compared to explore-first condition, contrary to the majority of previous studies. Cognitive load and knowledge gaps were higher in the explore-first condition than the instruct-first condition. Self-efficacy and competence were lower in the explore-first condition. No other significant differences were found. Exploring before instruction might disrupt learning and perceived efficacy and competence if the activity is too challenging, or if the instruction does not fully resolve gaps in students’ knowledge.
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- Award ID(s):
- 2012342
- PAR ID:
- 10643511
- Publisher / Repository:
- IEEE
- Date Published:
- Page Range / eLocation ID:
- 1 to 5
- Subject(s) / Keyword(s):
- exploratory learning productive failure engineering education programming
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE61694.2024.10893012
