Cognitive effects from process learning with computer-based simulations

摘要

Computer-based simulations are becoming a major approach within educational computing. Classroom uses of simulations usually are based on one of two major arguments: The first refers to content features, that is for example simulations can give access to experiments which are too expensive, dangerous, complex, microscopic, or equivalent aspects. The second argument stresses that simulations allow students to apply previously learned concepts and/or rules within ‘realistic’ environments, and this way can support learning activities at the levels of application and above within the cognitive domain. Both aspects do not go beyond conventional objectives for learning. Within this report simulations are used in a different approach: They become a major part of learning environments in which students employ their knowledge in the generation of solutions to complex, dynamic problems. Such learning processes are expected to improve cognitive abilities of students. Thus, within the focus of interest is the elaboration of cognitive strategies rather than learning of specific content. The line of argumentation starts from a look at ‘new’ objectives within (vocational) education. In reference to a cognitive model of learning an approach for the layout of ‘process-oriented’ learning environments—including computer-managed simulations—is depicted. This has become the basis for an empirical study on the effects of ‘process-learning’ with problem-oriented, computer-managed simulations.