The effect of simulation-based inquiry on students' conceptual learning and its potential applications in mobile learning

Abstract

The purpose of this study was to investigate the effect of simulation-based inquiry with dual-situated learning model on the development of conceptual learning of Newton's laws of motion. A total of 36 tenth graders were recruited to participate in this study. The experimental result showed that the students' conceptual understandings were improved after the learning; moreover, most of the students' revised understandings were preserved even two months after learning. In the meantime, the finding also showed the need for an extended instructional strategy to enhance the students' conceptual learning. This paper proposes, therefore, an instructional activity for mobile learning by incorporating simulation-based inquiry for future studies.