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Chemistry Education Research and Practice
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
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
- Instructional Material Design
= Simulation
- Technology
= Multimedia
Other Sciences
- Chemistry
- Lower Undergraduate
- High School
- Reference Material
= Research study
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© 2013 Royal Society of Chemistry (RSC)
DOI:
10.1039/C3RP20157K
Keywords:
Constructivist Theory, chemistry simulation, constructivism, implicit scaffolding, polarity simulation
Record Creator:
Metadata instance created September 15, 2022 by Lauren Bauman
Record Updated:
December 18, 2022 by Caroline Hall
Last Update
when Cataloged:
April 2, 2013
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Record Link
AIP Format
E. Moore, T. Herzog, and K. Perkins, , Chem. Educ. Res. Pract 14 (3), 257 (2013), WWW Document, (https://doi.org/10.1039/c3rp20157k).
AJP/PRST-PER
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>.
APA Format
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 23, 2024, from https://doi.org/10.1039/c3rp20157k
Chicago Format
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 23 April 2024).
MLA Format
Moore, Emily, Timothy Herzog, and Katherine Perkins. "Interactive simulations as implicit support for guided-inquiry." Chem. Educ. Res. Pract 14.3 (2013): 257-268. 23 Apr. 2024 <https://doi.org/10.1039/c3rp20157k>.
BibTeX Export Format
@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} }
Refer Export Format

%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

EndNote Export Format

%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


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