Supporting simulation-based learning; the effects of model progression and assignments on definitional and intuitive knowledge

[1]  J. Bruner.  The act of discovery. , 1961 .

[2]  Barbara Y. White,et al.  Designing Computer Games to Help Physics Students Understand Newton's Laws of Motion , 1984 .

[3]  D. Broadbent,et al.  Implicit and explicit knowledge in the control of complex systems , 1986 .

[4]  John R. Anderson,et al.  Skill Acquisition: Compilation of Weak-Method Problem Solutions. , 1987 .

[5]  E. Fischbein,et al.  Intuition in science and mathematics , 1987 .

[6]  D. Broadbent,et al.  Interactive tasks and the implicit‐explicit distinction , 1988 .

[7]  D. Broadbent,et al.  Two modes of learning for interactive tasks , 1988, Cognition.

[8]  R. Linn.  Educational measurement, 3rd ed. , 1989 .

[9]  Barbara Y. White,et al.  Causal Model Progressions as a Foundation for Intelligent Learning Environments , 1990, Artif. Intell..

[10]  Peter Reimann.  Problem solving models of scientific discovery learning processes , 1990 .

[11]  Rafi Nachmias,et al.  Learning Scientific Reasoning Skills in Microcomputer-Based Laboratories , 1990 .

[12]  Valerie J. Shute,et al.  A Large-Scale Evaluation of an Intelligent Discovery World: Smithtown , 1990, Interact. Learn. Environ..

[13]  Lloyd P. Rieber,et al.  The effects of computer animation on adult learning and retrieval tasks , 1990 .

[14]  P. Reimann.  Detecting functional relations in a computerized discovery environment , 1991 .

[15]  L. Schauble,et al.  Students' transition from an engineering model to a science model of experimentation , 1991 .

[16]  Leona Schauble,et al.  Scientific Reasoning Across Different Domains , 1992 .

[17]  B. White.  ThinkerTools: Causal Models, Conceptual Change, and Science Education , 1993 .

[18]  Ton de Jong,et al.  SMISLE : system for multimedia integrated simulation learning environments , 1993 .

[19]  D. Leutner.  Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support , 1993 .

[20]  T. Jong,et al.  Exploratory learning with a computer simulation for control theory: learning processes and instructional support , 1993 .

[21]  Jan J. Elshout,et al.  Differential effects of instructional support on learning in simultation environments , 1994 .

[22]  Wouter van Joolingen,et al.  The SMISLE environment: Learning with and design of integrated simulation learning environments , 1995 .

[23]  Janine Swaak,et al.  Support for simulation-based learning : The effects of assignments and model progression in learning about collisions , 1995 .

[24]  H. Mandl,et al.  Inert knowledge: Analyses and remedies , 1996 .

[25]  Ton de Jong,et al.  Support for Simulation-Based Learning: The Effect of Assignments in Learning about Transmission Lines , 1996, CALISCE.

[26]  T. Jong,et al.  Measuring intuitive knowledge in science: The development of the what-if test , 1996 .

[27]  J. Elshout,et al.  The generality vs domain-specificity of metacognitive skills in novice learning across domains. , 1997 .

[28]  Ton de Jong,et al.  Scientific Discovery Learning with Computer Simulations of Conceptual Domains , 1998 .