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Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs

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Abstract

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students’ conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one enhanced with metaconceptual scaffolding, while the other was not. The findings led to the following conclusions: (a) metaconceptual scaffolding enhanced simulation-based learning by significantly reducing science misconceptions, but it was not as effective in changing students’ mental models which consisted of multiple interrelated key concepts; (b) students’ beliefs about the speed of learning and the construction of knowledge were strong predictors of conceptual change learning outcomes; (c) epistemologically more mature students did not benefit more from metaconceptual interventions than those with less mature beliefs; (d) further interventions are needed to promote the development of students’ science epistemic beliefs in inquiry learning.

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Fig. 1

Note: Main concepts addressed in the example include at-rest motion, position graph, and graphing positions for at-test objects

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Authors and Affiliations

  1. Department of Instructional Systems and Workforce Development, Mississippi State University, Box 9730, 108 Herbert Street, 100 IED Building, Mississippi State, MS, 39762, USA

    Kun Huang

  2. Department of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Norman, OK, 73019-2041, USA

    Xun Ge

  3. Department of Curriculum, Instruction, & Counselor Education, North Carolina State University, 1890 Main Campus Drive, Raleigh, NC, 27606, USA

    Deniz Eseryel

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Huang, K., Ge, X. & Eseryel, D. Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs. Education Tech Research Dev 65, 75–100 (2017). https://doi.org/10.1007/s11423-016-9462-5

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