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written by
Emily B. Moore, Timothy Herzog, and Katherine Perkins
This article presents the results of a study designed to provide insight into interactive simulation use during guided-inquiry activities in chemistry classes. The PhET Interactive Simulations project at the University of Colorado develops interactive simulations that utilize implicit – rather than explicit – scaffolding to support student learning through exploration and experimentation. In the study, 80 students in a General Chemistry class were given ten minutes to explore the PhET simulation Molecule Polarity in self-selected groups, with no instructions on how to interact with the simulation. Using mouse click data, audio recordings and clicker question responses, we investigated: students' ability to use the simulation by analyzing the extent to which they explored the simulation, the discussions students engaged in during simulation use, and student perceptions of simulation use. We found effective simulation use, with the 22 groups exploring an average of 18 of the 23 available features in Molecule Polarity. Sixty-four percent of student utterances were part of on-topic (polarity) discussion segments, with most off-topic discussions being intermittent and brief. Students largely found the simulation useful for their learning and experienced either brief or no frustration during sim exploration. These results indicate that students in large classes can use interactive simulations designed with implicit scaffolding through exploration, and can do so without frustration overwhelming the perception of value brought by the simulation use. This work suggests that implicitly scaffolded interactive simulations can provide environments that support guided-inquiry learning and channel students into productive inquiry while minimizing the need for explicit guidance.
Chemistry Education Research and Practice: Volume 14, Issue 3, Pages 257-268
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=16328">Moore, E, T. Herzog, and K. Perkins. "Interactive simulations as implicit support for guided-inquiry." Chem. Educ. Res. Pract. 14, no. 3, (April 2, 2013): 257-268.</a>
![]() E. Moore, T. Herzog, and K. Perkins, , Chem. Educ. Res. Pract 14 (3), 257 (2013), WWW Document, (https://doi.org/10.1039/c3rp20157k).
![]() E. Moore, T. Herzog, and K. Perkins, Interactive simulations as implicit support for guided-inquiry, Chem. Educ. Res. Pract 14 (3), 257 (2013), <https://doi.org/10.1039/c3rp20157k>.
![]() Moore, E., Herzog, T., & Perkins, K. (2013, April 2). Interactive simulations as implicit support for guided-inquiry. Chem. Educ. Res. Pract, 14(3), 257-268. Retrieved April 22, 2025, from https://doi.org/10.1039/c3rp20157k
![]() Moore, E, T. Herzog, and K. Perkins. "Interactive simulations as implicit support for guided-inquiry." Chem. Educ. Res. Pract. 14, no. 3, (April 2, 2013): 257-268, https://doi.org/10.1039/c3rp20157k (accessed 22 April 2025).
![]() Moore, Emily, Timothy Herzog, and Katherine Perkins. "Interactive simulations as implicit support for guided-inquiry." Chem. Educ. Res. Pract 14.3 (2013): 257-268. 22 Apr. 2025 <https://doi.org/10.1039/c3rp20157k>.
![]() @article{
Author = "Emily Moore and Timothy Herzog and Katherine Perkins",
Title = {Interactive simulations as implicit support for guided-inquiry},
Journal = {Chem. Educ. Res. Pract},
Volume = {14},
Number = {3},
Pages = {257-268},
Month = {April},
Year = {2013}
}
![]() %A Emily Moore %A Timothy Herzog %A Katherine Perkins %T Interactive simulations as implicit support for guided-inquiry %J Chem. Educ. Res. Pract %V 14 %N 3 %D April 2, 2013 %P 257-268 %U https://doi.org/10.1039/c3rp20157k %O text/html ![]() %0 Journal Article %A Moore, Emily %A Herzog, Timothy %A Perkins, Katherine %D April 2, 2013 %T Interactive simulations as implicit support for guided-inquiry %J Chem. Educ. Res. Pract %V 14 %N 3 %P 257-268 %8 April 2, 2013 %U https://doi.org/10.1039/c3rp20157k Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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