To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning

This research explores issues related to the sequencing of structure that is provided as pedagogical guidance. A study was conducted that involved grade 10 students in Singapore as they learned concepts about electricity using four NetLogo Investigations of Electricity agent-based models. It was fou...

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Bibliographic Details
Published inInteractive learning environments Vol. 23; no. 6; pp. 715 - 730
Main Authors Jacobson, Michael J., Kim, Beaumie, Pathak, Suneeta, Zhang, BaoHui
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.11.2015
Taylor & Francis Ltd
Subjects
Coding
Computer Assisted Instruction
computer model-based learning
Energy
Foreign Countries
Grade 10
Guidance
High School Students
Instructional Design
instructional guidance
Interactive learning
learning designs
pedagogical structure
Pedagogy
Pretests Posttests
science education
Science Instruction
Scientific Concepts
Secondary School Students
Secondary School Teachers
Singapore
Teaching Methods
Singapore
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Summary:This research explores issues related to the sequencing of structure that is provided as pedagogical guidance. A study was conducted that involved grade 10 students in Singapore as they learned concepts about electricity using four NetLogo Investigations of Electricity agent-based models. It was found that the low-to-high structure learning sequences group participants scored significantly higher on the posttest assessments of conceptual and procedural understanding of electricity concepts, whereas the high-to-high structure learning sequences showed no significant changes from pretest to posttest. The implications of these findings are discussed with respect to other research into the sequencing and design of pedagogical structure and guidance in the literature.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2013.792845