proceedings of Student Mobility and ICT: Can E-LEARNING

Instructional Support for Learning with Computer Simulations
about the “Ecosystem Water”
Marc Eckhardt, Ute Harms , IPN – Leibniz-Institut für die Pädagogik der Naturwissenschaften an der
Universität Kiel, Germany, Detlef Urhahne, Ludwig-Maximilians-University of Munich, Germany, Olaf
Conrad, University of Hamburg, Germany,
eckhardt@ipn.uni-kiel.de, urhahne@lrz.uni-muenchen.de, conrad@geowiss.uni-hamburg.de
harms@ipn.uni-kiel.de
Abstract: Computer simulations reconstruct processes or dynamics in a particular
system. They offer learners access to experiments that are often difficult to carry out in
the classroom. However, for successful knowledge acquisition with computer simulations
instructional support is needed, as learning with computer simulations does not typically
result in the desired learning outcomes. The main objective of our project “SimInstrukt”
(funded by the Deutsche Forschungsgemeinschaft) is to answer the question which kinds
of instructional support may improve knowledge acquisition, particularly learning
principles in biology, when working with computer simulations. Therefore a computer
program on the topic “ecosystem water” containing a computer simulation was designed
and particular instructional measures concerning data interpretation and self-regulation
were developed and tested with students (N=61) in a pre-/post-test and a 3x2-factoriel
design. The students had no academic previous knowledge regarding the topic mentioned
above. The study was carried out once in classrooms with 8th graders. Students had to
work on four different tasks according to the Inquiry Cycle with the aid of the computer
simulation within a processing time of 90 minutes. The computer program recorded
logfiles while students worked with the software. For supporting data interpretation two
measures were used as there are 1) the explanatory statement for the simulation result
was given by the computer program and 2) the students were asked to describe and
interpret their results themselves. For supporting self-regulation prompts and a reflective
assessment integrated in the computer program were used as instructional measures.
After students had worked with the computer program they were asked to reflect their
own inquiry. The effectiveness of these instructional measures on students´ learning
outcome (factual, procedural, conceptual and intuitive knowledge), the ability to work in
a learning environment that offers a high degree for self-control and the ability to
interpret experimental data is investigated in a second study (work in progress). The data
of this study are raised in an experimental setting using a 3x2-factorial and follow up
design with pre- and post-tests. Results of the two studies will be shown and discussed.
Pre- and post-tests used in the first study revealed a general knowledge increase on the
topic “ecosystem water”; especially factual and intuitive knowledge increased
significantly. However, analysis of variance yielded no significant differences on
instructional measures and learning outcomes. Concerning data interpretation, highest
amounts in the post-tests were achieved when students interpreted their own simulation
outcome. Moreover, mean values of the post-test indicate that reflective assessment
appears to be hindering for acquiring knowledge. The small amount of time, especially
for students describing and interpreting their simulation outcome as well as reflecting
additionally their learning process appears to be a reason for these results. Logfiles
indicate that no student used the possibility to reflect the own learning process properly.
When students were asked to justify their simulation outcome this appears to be
improving factual and conceptual knowledge.
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 8