Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study

SCI simulations were successful at helping students gain content knowledge while promoting a more sophisticated understanding of authentic science practices.

<p>SCI simulations were successful at helping students gain content knowledge while promoting a more sophisticated understanding of authentic science practices.</p

Student ratings of difficulty, thought needed, and learning efficacy are impacted by simulation and setting, but not grade.

<p>(A) No statistically significant differences were observed between simulations in regards to difficulty (One-way ANOVA, p > 0.05). However, students reported that the <i>Unusual Mortality Events</i> simulation required much greater thought to complete that the <i>Seizing Sea Lions</i> simulation (One-way ANOVA, <i>p</i> = 0.001). (B) The setting (<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0120638#pone.0120638.t001" target="_blank">Table 1</a>) where the SCI simulations were used did not have an effect on the amount of thought needed to complete the simulation or how much the simulation helped the student to learn (One-way ANOVA, p > 0.05). However, the students in Setting 2 had an easier time completing the simulation than students in Setting 1 or 3 (One-way ANOVA, <i>p</i> = 0.004 and <i>p</i> = 0.014 respectively). (C) Analysis of middle school and high school students across all three settings indicated no statistically significant differences in difficulty, thought required to complete the simulation, or the amount the simulation helped them to learn (Independent samples t-test, <i>p</i> > 0.05). Graphs represent the average score on a 5-point Likert scale where 5 represents a high and 1 a low rating and error bars represent SEM.</p