Instructional Design of Scientific Simulations and Modeling Software to Support Student Construction of Perceptual to Conceptual Bridges

This paper describes the theoretical basis for a constructivist design which can help students develop a set of mental models that increasingly correspond to scientific models that explain or predict scientific phenomena. These student-constructed models can be linked to form perceptual-to-conceptual bridges via two complementary instructional pathways: (1) interactive multimedia simulations can enhance the student decision-making process in a learning environment by providing guidance through trailand-error experiences that culminate in productive experimental outcomes; and (2) student-generated modeling software can allow visualization of a simple mechanism, which is shown as perceptual icons which can be combined in a meaningful manner that shows conceptual entities and their interactions. The design of both types of software can support scaffolded student understanding of the connection between a scientific phenomenon (studied in the laboratory) and its underlying scientific principle (studied in lecture).

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