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A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets

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Abstract

This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are discussed in relation to Scientific Discovery Learning and Cognitive Load Theory.

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Author information

Authors and Affiliations

  1. Department of Physics and Astronomy, and the Center for Science, Mathematics, and Computer Education, University of Nebraska – Lincoln, Lincoln, Nebraska, 68588-0350

    Kevin M. Lee

  2. Department of Chemistry, University of Nebraska – Lincoln, Lincoln, Nebraska

    Gayle Nicoll

  3. Center for Curriculum and Instruction, University of Nebraska – Lincoln, Lincoln, Nebraska

    David W. Brooks

Authors
  1. Kevin M. Lee
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  2. Gayle Nicoll
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  3. David W. Brooks
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Corresponding author

Correspondence to Kevin M. Lee.

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Lee, K.M., Nicoll, G. & Brooks, D.W. A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets. Journal of Science Education and Technology 13, 81–88 (2004). https://doi.org/10.1023/B:JOST.0000019640.07432.2b

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  • DOI: https://doi.org/10.1023/B:JOST.0000019640.07432.2b

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