Exploratory Simulation

This study provided some evidence that an exploratory (constructivist) simulation experience could be more effective in altering learners' misconceptions than a confirmatory simulation experience. Some evidence was obtained consistent with the view that providing learners with overly detailed procedural instructions to solve problems in a simulated environment could be deleterious to conceptual change. Additionally, the results of this study suggest that the epistemological beliefs of learners interact with the type of learning environment in determining achievement. Students with greater epistemological sophistication did better in the exploratory simulation environment while students with less sophisticated beliefs about knowledge and learning
achieved best in the more prescribed, confirmatory simulation environment. In addition to the specific findings described above, this study also supported the idea that computer-based simulations offer a suitable cognitive environment within which to test learners' self-resolution of alternative conceptions, achievement, and general response to constructivist instruction.