Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/810
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dc.contributor.authorWallon, Robert C
dc.contributor.authorLindgren, Robb
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:23Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:23Z-
dc.date.issued2018-07
dc.identifier.citationWallon, R. C. & Lindgren, R. (2018). Conceptual Goals While Using a Simulation: Three Different Sources and Learning Outcomes. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1697
dc.identifier.urihttps://repository.isls.org//handle/1/810-
dc.description.abstractAlthough there is a broad research base demonstrating positive science learning outcomes from simulation use, less is known about the learning processes that may mediate these outcomes. This study investigated the source of conceptual goals that students pursued while using a simulation. Using a case study approach, we found that student goals were from three main sources: instructional materials, self, and instructor. Findings suggest that self-selected conceptual goals may result in more stable knowledge.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleConceptual Goals While Using a Simulation: Three Different Sources and Learning Outcomesen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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