A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets
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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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- A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets
Journal of Science Education and Technology
Volume 13, Issue 1 , pp 81-88
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers-Plenum Publishers
- Additional Links
- web-based instruction
- Author Affiliations
- 1. Department of Physics and Astronomy, and the Center for Science, Mathematics, and Computer Education, University of Nebraska – Lincoln, Lincoln, Nebraska, 68588-0350
- 2. Department of Chemistry, University of Nebraska – Lincoln, Lincoln, Nebraska
- 3. Center for Curriculum and Instruction, University of Nebraska – Lincoln, Lincoln, Nebraska