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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Flipping a simulation before instruction can improve students' learning, interest and perceived competence.

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Exploring science simulations before lectures enhances student learning and motivation. This explore-first approach, especially with ample time, boosts conceptual understanding and engagement compared to traditional lecture-first methods.

Keywords:
exploratory learningmotivationproductive failurescience educationsimulation

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Area of Science:

  • Science Education
  • Chemistry Education

Background:

  • Simulations in science instruction make abstract concepts concrete.
  • Effective use of simulations can enhance student understanding and engagement.

Purpose of the Study:

  • To compare the learning and motivational benefits of using simulations before lectures versus after lectures.
  • To investigate the impact of simulation order on student outcomes in a first-year chemistry course.

Main Methods:

  • Undergraduate students were randomly assigned to either an explore-first or instruct-first simulation condition.
  • Two experiments were conducted with varying simulation activity times and prompt inclusion.
  • Student learning, motivation, and engagement were assessed via surveys and posttests.

Main Results:

  • Experiment 1 (limited time) showed explore-first resulted in lower conceptual knowledge and curiosity.
  • Experiment 2 (extended time) revealed explore-first led to higher conceptual knowledge, transfer, curiosity, and engagement.
  • Self-explanation prompts did not significantly affect outcomes in Experiment 1.

Conclusions:

  • Placing simulations before lectures can significantly improve learning and motivation when designed effectively.
  • Extended engagement with simulations prior to instruction deepens competence and cognitive engagement.
  • The timing and design of simulation activities are critical for maximizing educational benefits.