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There is
not much
literature
backed
by
research
available
that
indicates
that an
instructional
model
rich
with
three-dimensional
simulations
has a
positive
effect
on the
achievement
of
students
and
their
attitude
toward
science.
However,
the
following
research
summaries
provide
a
direction
to this
project:
-
Constructing
knowledge
and
virtual
worlds:
Knowledge
diffusion
in
future
camp
97.
Barab,
S.
A.,
Hay,
K.
E.,
Barnett,
M.
G.,
&
Squire,
K.
(1998).
Paper
presented
at
the
Annual
meeting
of
the
American
National
Research
Association,
San
Diego,
CA
The
focus
of
this
study
is
on
student-centered
learning
environments
that
support
natural
complexity
of
content,
avoid
over-simplification,
engage
students
in
knowledge
construction,
encourage
collaboration,
and
present
instruction
in
real-world
contexts
where
problem-solving
is a
fundamental
aspect
of
the
learning
process.
The
purpose
of
this
study
was
to
explore
learning
and
instruction
within
a
collaborative,
student-centered,
and
open-ended
learning
environment.
The
study
takes
into
account
not
only
the
interactions
among
students
or
between
students
and
teachers,
but
includes
student-resource
interactions
with
an
emphasis
on
student-technology
interactions.
The
student-technology
interactions
stems
from
the
researchers’
belief
in
the
potential
of
emerging
technologies
to
transform
the
learning
experience
from
one
of
passive
reception
to
one
of
active
involvement.
-
Virtual
Solar
System
Project:
Building
Understanding
through
Model
Building.
Sasha
A.
Barab,1
Kenneth
E.
Hay,2
Michael
Barnett,1
Thomas
Keating
In
this
paper,
the
researchers
contend
that
astronomy
education
should
make
a
transition
from
an
emphasis
on
delivering
content
through
large-class
lectures
to a
focus
on
supporting
students
as
they
engage
in
authentic
inquiry
that
involves
the
construction
of
scientific
models.
The
computational
modeling
and
desktop
Virtual
Reality
technologies
allow
students
to
enact
basic
astronomy
concepts
into
dynamic,
three-dimensional
scale
models.
These
models
can
then
serve
as a
vehicle
for
students
to
pose
inquiry
questions
as
they
come
to
understand
the
dynamics
of
the
solar
system.
-
The
Effects
of
an
Inquiry-Based
Instructional
Method
on
Earth
Science
Students'
Achievement.
Chang,
C.
Y.,
&
Mao,
S.-L.
(1998).
This
study
examined
the
effect
of
an
inquiry-based
instructional
method
on
secondary
school
students’
achievement
in
earth
science.
Students
were
treated
as
two
experimental
groups,
one
receiving
two
weeks
of
inquiry-based
instruction
while
the
control
group
received
the
traditional
lecture-type
instruction.
Data
were
analyzed
on
the
posttest
score
with
the
pretest
as
the
covariate.
The
results
indicated
that
the
students
who
were
taught
using
the
inquiry-based
instructional
method
scored
significantly
higher
than
those
who
were
taught
with
the
traditional
lecturing
approach.
In
addition,
a
significant
improvement
in
the
achievement
test
at
the
comprehensive-
and
integrated-level
test
items
was
established.
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The design
of the
product is
based on the
following
design
principles:
-
Usability
or ease
of use
-
Prior
knowledge
of
learners
-
Provide
opportunities
for
learning
-
Interactive
and
Engaging
-
Contextualization
of
activities
-
Collaborative
activities
-
Coach/Mentor
(real or
virtual)
-
Opportunities
to
practice
the
learning
-
Motivating
(challenge,
curiosity,
fantasy,
control)
-
Multiple
learning
styles
-
Feedback
to
reinforce,
correct,
and
motivate
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