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Development and Formative Evaluation of an Instructional Simulation of Adiabatic Processes Ying-Shao Hsu Iowa State University

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Development and Formative Evaluation of an Instructional Simulation of Adiabatic Processes Ying-Shao Hsu Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1997 Development and formative evaluation of an instructional simulation of adiabatic processes Ying-Shao Hsu Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons, Educational Psychology Commons, Higher Education and Teaching Commons, and the Science and Mathematics Education Commons Recommended Citation Hsu, Ying-Shao, "Development and formative evaluation of an instructional simulation of adiabatic processes " (1997). Retrospective Theses and Dissertations. 11992. https://lib.dr.iastate.edu/rtd/11992 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMl fibns the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. 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UMI A Bell & Howell Infonnation Company 300 North Zeeb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 I I i} Development and formative evaluation of an instructional simulation of adiabatic processes by Ying-Shao Hsu A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Curriculum and Instructional Technology) Major Professor; Rex A. Thomas Iowa State University Ames, Iowa 1997 Copyright © Ying-Shao Hsu, 1997. All right reserved. TJMI Number; 9814652 UMI Microfonn 9814652 Copyright 1998, by UMI Company. All rights reserved. This microfomi edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 11 Graduate College Iowa State University This is to certify that the Doctoral dissertation of Ying-Shao Hsu has met dissertation requirements of Iowa State University Signature was redacted for privacy. Major Professor Signature was redacted for privacy. Signature was redacted for privacy. For/ihe Graduate College Ill TABLE OF CONTENTS Page GENERAL INTRODUCTION I Dissertation Organization 2 1. THE CONCEPTUAL DEVELOPMENT AND PROBLEM-SOLVING SKILLS IN AUTHENTIC SIMULATIONS 3 INTRODUCTION 3 USING COMPUTER-BASED SIMULATIONS IN SCIENCE LEARNING 5 CONSTRUCTIVIST USES OF COMPUTER-BASED SIMULATIONS 8 Constructivist Learning With Computer-Based Simulations 9 PROBLEM-SOLVING SKILLS IN SCIENCE LEARNING 12 Cognitive And Metacognitive Processes 12 The Episode Structure Of Problem Solving 14 FOSTERING TRANSFER IN AUTHENTIC PROBLEM-SOLVING CONTEXTS 15 The Cultivation Of Transfer Ability 15 Authentic Tasks Engaging Exploratory Learning 18 CONCLUSIONS 19 2. THE DEVELOPMENT OF AN EXPLORATORY SIMULATION FOR CONSTRUCTIVIST LEARNING OF ADIABATIC PROCESSES 20 INTRODUCTION 20 LITERATURE REVIEW 24 Computer-Based Simulations (CBS) In Instructional Contexts 24 Trends In The Design of Computer-Based Simulations 25 IV Overview 25 A paradigm shift to constructivism 25 Fostering metacognition 29 THE DESIGN OF AN EXPLORATORY COMPUTER-BASED SIMULATION 31 Overview 31 Meeting Educational Goals 31 Following The Nature Of Human Learning And Constructivist Learning Processes 32 Containing Features Of Well-Designed Simulations Based On Learning Theory 33 THE DEVELOPMENT OF MtnSim 36 Overview 36 MtnSim As An Exploratory Computer Simulation 36 Descriptions Of The MtnSim Simulation 37 THE USE OF MtnSim IN INSTRUCTIONAL CONTEXTS 40 Overview 40 MtnSim As A Versatile Instructional Tool Serving A Variety Of Learning Goals 41 CONCLUSION 41 3. CONSTRUCTIVIST LEARNING SUPPORTED BY SIMULATION-BASED WEB ACTIVITIES: THE ROLE OF EXPLORATORY SIMULATIONS AND PROBLEM-SOLVING STRATEGIES 43 INTRODUCTION 43 RATIONALE FOR THIS STUDY 45 V Purpose Of Study 47 METHODOLOGY 49 ElESEARCH DESIGN, DATA COLLECTION, ANALYSIS AND RESULTS 52 Experimental Research 52 Interviews For Deeper Understanding 77 DISCUSSIONS 90 CONCLUSIONS 94 GENERAL CONCLUSION 96 APPENDK I. CONTENT FORM 97 APPENDDC II. WEATHER FORECAST FORM 98 APPENDK m. MAP OF NEVADA 101 APPENDIX IV. EXERCISE 1 OF MTNSIM 102 APPENDIX V. EXERCISE 2 OF MTNSIM 103 APPENDIX VI. PRETEST 104 APPENDIX Vn. POSTEST 107 APPENDIX Vm. THE SHEET OF INTERVIEW QUESTIONS 112 APPENDIX IX. COMPUTER PROTOCOLS USED IN INTERVIEWS 113 APPENDIX X. INTERVIEW PROTOCOLS 123 APPENDIX XI. INTERVIEWEES' EPISODE STRUCTURES 136 APPENDIX XII. INTERVIEWEES' TRANSFER ABILITY 141 REFERENCES 143 ACKNOWLEDGMENTS 158 I GENERAL INTRODUCTION Computer applications are gaining an increasingly prominent role in schools. Researchers have suggested the use of computer-based simulations for enhancing conceptual change (Windschitl, 1995) and promoting learning skills such as problem-solving (de Jong & Njoo, 1992: Jonassen, 1996). However, although there are studies showing positive results, there is a lack of conclusive research evidence of effective and meaningful learning using computer-based simulations. There appears to be a need to carefully examine whether computer-based simulations fulfill their promises, how students leam from simulations and how they should be used in the classroom. Theories have been developed concerning how computer simulations facilitate students' problem solving and development of concepts. One question investigated in this dissertation is "How can a computer simulation be used to enhance the development of the conceptualization of science?" The second question is "How does the user interface of a simulation foster students' meaningful learning from the simulation?" The last question is "How do students" problem-solving strategies impact the transfer of their newly-gained knowledge to the practice of science or life experiences?" To evaluate effects of instructional software, it is necessary to examine aspects of the learning environment, characteristics of the learner and features of the software, and to strive to explain how these entities interact to promote successful learning (Chen, 1995). The documentation of the interactions and cognitive processes of students in an exploratory learning environment requires multiple methodologies. Given the breadth of the learning process, different methods must be used to collect data from simulation-based activities. The purpose of this integrated research methodology, wiiich collects data via both quantitative and qualitative methods, is to compensate for the shortcomings of one methodology with the strengths of the other (Kafai, 1995; Kidder &Fine, 1987; Light & Pillemer, 1984; Maxwell, Bashook & Sandlow, 1986: Mischler, 1990). In this study multiple methodologies are used to evaluate students' learning processes in a web-based computer simulation. There are three papers within this dissertation. The first paper is a review of literature on the topics of problem solving, constructivist uses of computer simulations in science learning and fostering transfer in authentic problem-solving contexts. In the second paper a simulation is described and the theoretical base for computer simulations designed to promote constructivist learning is explored. The third paper describes a study of student use of a computer simulation. Students' conceptual development, uses of problem-solving skills, and transfer of concepts and problem-solving skills to a real-life situation were examined. Dissertation Organization This dissertation was written in an alternative format including three parts to be submitted as papers to academic journals. The format does not follow the traditional dissertation format. All references cited in the general introduction and in the three papers are found after the general conclusion section following the third paper. All tables are included in the texts. Materials in the appendixes will not be included in the manuscripts submitted to journals. 3 1. THE CONCEPTUAL DEVELOPMENT AND PROBLEM-SOLVING SKILLS IN AUTHENTIC SIMULATIONS A paper to be submitted to the Journal of Computer-Based Instruction Ying-Shao Hsu INTRODUCTION The computer has increasingly been considered a "partner in cognition" (Linn. 1992). Computers enable instructors to
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