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Ondersteuning onderzoekend leren proces bij bovengemiddelde, gemiddelde en ondergemiddelde leerlingen in een simulatie omgeving: effecten van hypothese ondersteuning

Jansen, M. (2014) Ondersteuning onderzoekend leren proces bij bovengemiddelde, gemiddelde en ondergemiddelde leerlingen in een simulatie omgeving: effecten van hypothese ondersteuning.

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Abstract:This study investigated the effect of offering support to the hypothesis generation process during simulation based- inquiry learning. More specific, the study investigated the effect on learning performance, learning process and motivation of students with different ability levels (below average, average and above average) and if they differ. A total of 251 students worked on the domain gravity and air friction (atmosphere) in the simulation based environment. Students were randomly assigned either to condition a) minimal supported or b) supported. Students in the supported condition received before conducting an experiment a list with pre- defined hypotheses, students in the minimal supported condition did not receive the list with pre-defined hypotheses. Results showed that students - irrespective the level of ability - gain a higher learning effect when answering questions in the simulation based environment. However students are not able to transfer the gained knowledge in to a domain knowledge test. Furthermore, the results showed no effects regarding the learning process and motivation. All students - irrespective the level of ability - benefit from supporting the hypothesis process.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/65715
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