Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis

Falloon, Garry

doi:10.1016/j.compedu.2019.03.001

Cited by 138 publications

(84 citation statements)

References 32 publications

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“…It is stated that element of experience will be effectively used in simulation training courses because Experiential learning encourages the achievement of learning objectives according to the conditions of each individual. For other studies as reinforcement, Falloon (2019) in his article entitled "Using Simulations to Teach Young Students Science Concepts: An Experiential Learning Theoretical Analysis" explaines that Experiential learning procedures help students use simulations in understanding learning knowledge's concept.…”

Section: "Experiential Learning: Empowering Students To Take Control mentioning

confidence: 99%

The Effectiveness of Experiential Learning Based on Creative Industry to Improve Competency of Entrepreneurship of Vocational High School Students

Prastawa¹,

Akhyar²,

Gunarhadi³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This study aims to determine the effectiveness of Experiential learning on entrepreneurial competencies of vocational high school students. This study used quasy experiment method with the design of Non-equivalent Control Group Post-test only. The research sample amounted to 40 students, consisting of each experimental group and one control selected by purposive sampling technique. Both groups were studied separately with Experiential learning based on creative industry and control groups using lecture method with interactive lectures with conventional learning media. Data were analyzed by t-test technique. This study reveals about learning outcomes in entrepreneurial competencies of vocational high school students learning on creative industry-based experiential learning are (75) higher than lecture learning method (69.75). The significance of differences with the t-test shows that t count = 3.27> t table = 2.024, it means that there are significant differences between the two groups. It's concluded that the Experiential learning is effective for improving entrepreneurial competency of vocational high school students

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Section: "Experiential Learning: Empowering Students To Take Control mentioning

confidence: 99%

The Effectiveness of Experiential Learning Based on Creative Industry to Improve Competency of Entrepreneurship of Vocational High School Students

Prastawa¹,

Akhyar²,

Gunarhadi³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…Table contextualises the indicators to this study, through their alignment with cognitive strategies associated with transfer from the simulations to the equipment tasks. The strategies were based on those identified during the simulations study (Falloon, ), but with minor adjustments to make them applicable to physical equipment. The first three columns map the original indicators and cognitive dimensions to specific learning strategies and behaviours (events) evidenced in data.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

Falloon¹

2019

Brit J Educational Tech

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Significance and rationale for the study Simulations are becoming increasingly common learning resources used in classrooms. However, research on if, what and how students learn from simulations, is still emerging. Specifically, little AbstractResearch has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment-based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self-direction.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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“…This was realized through the emergence of curiosity of children, continued the emergence of the desire to find out more than the phenomenon that children see in the surrounding environment and ended with the desire to find answers to the child's curiosity about the phenomenon he saw. The main role of the teacher is to provide appropriate footing to evaluate the success of stimulation to support children's learning (Falloon, 2019). Again, this will be achieved if the teacher's role is optimal and appropriate in providing stimulation to children.…”

Section: Discussionmentioning

confidence: 99%

Development of Activity-Based Science Learning Models with Inquiry Approaches

Meilani¹,

Faradiba²

2019

jpud

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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). 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Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis

Cited by 138 publications

References 32 publications

The Effectiveness of Experiential Learning Based on Creative Industry to Improve Competency of Entrepreneurship of Vocational High School Students

The Effectiveness of Experiential Learning Based on Creative Industry to Improve Competency of Entrepreneurship of Vocational High School Students

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

Development of Activity-Based Science Learning Models with Inquiry Approaches

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