Leveling the playing field: Grounding learning with embedded simulations in geoscience
Although desktop simulations can be useful in representing scientific phenomena during inquiry activities, they do not allow students to embody or contextualize the spatial aspects of those phenomena. One learning technology that does attempt to combine embodiment and grounded experience to support learning in science is Embedded Phenomena.
The objective of this research was to investigate the effectiveness of a classroom-based Embedded Phenomena activity for learning in geoscience, and to investigate whether individual differences in spatial skills had an impact on the effectiveness. The simulated scientific phenomenon was earthquakes, and 44 fifth grade (10-year old) students learned from a unit containing both content instruction and…