Studying inquiry learning with FILE

The FILE program (flexible inquiry learning environment) is a research tool, which allows researchers in inquiry learning to design and administer learning tasks in which task domain and task model (i.e. the relations between input and output variables) can be adjusted independently, while other factors (e.g. interface) are held constant. Its monitoring facilities allow for on-line measurement of learning behavior. This paper offers one example of the possibilities FILE has to offer to researchers. Data are presented which illustrate the sensitivity of FILE to age differences in inquiry learning outcome and processes. Instructional applications of FILE are also discussed.     

Detrimental effects ofCinchona leaf alkaloids on larvae of the polyphagous insectSpodoptera exigua

YoungCinchona ledgeriana plants contain two types of alkaloid: indole alkaloids in the leaves and quinoline alkaloids in the root. FromCinchona leaves, a crude alkaloid extract was made, containing the cinchophylline type of indole alkaloids and a small amount of 5-methoxytryptamine. The leaf alkaloid extract exerted a strong detrimental effect on the growth of larvae of the polyphagous beet armyworm,Spodoptera exigua (Lepidoptera). Feeding of larvae on an artificial diet containing the leaf alkaloids at the same concentrations as those found in the plant resulted in significant growth reduction, retardation in development, and mortality of the larvae. Cinchophyllines are composed of 5-methoxytryptamine coupled to a corynantheal unit. When incorporated into the artificial diet, 5-methoxytryptamine alone had no effect on the 5.exigua larvae. Corynantheal, however, had a strong detrimental effect on growth of the larvae, its effect being comparable to that of the leaf alkaloid extract. In contrast to the indole-type leaf alkaloids, the quinolinetypeCinchona root alkaloids did not affect growth and development of the larvae. These results suggest that the indole-type alkaloids, which inCinchona plants are present at the highest concentrations in the young, vulnerable leaflets, are involved in the chemical defense of the plant against herbivorous insects.     

Studying a complex knowledge domain by exploration or explanation

Abstract  The teaching of complex knowledge domains should not be restricted to linear explanations but instead should allow the learner to travel through domains along different routes. Simulation programs provide a microworld in which the user has the freedom to explore the embedded concepts and relations by manipulating parameters and studying the resulting changes in the simulation environment. In this study two experiments were conducted to investigate the educational value of a simulation program modelling the relations between erosion and agriculture in a developing country as part of the secondary school geography curriculum. The hypothesis tested was that studying the complex domain through exploration with a simulation program decreases the retention of facts and concepts but increases performance on a problem solving test, compared with studying the same domain through traditional classroom explanation. The first experiment showed that the exploration group outperformed the explanation group on both factual knowledge and problem solving questions. A second experiment was run to control instruction time for both groups and to add a demonstration of the simulation program to the explanation condition. Under these conditions there were no post-test differences between the explanation and the exploration group. It is hypothesized that training in how to use a simulation environment to study a domain is necessary to take full advantage of the facilities to explore the domain.     

Computer-supported inquiry learning: effects of training and practice

Inquiry learning requires the ability to understand that theory and evidence have to be distinguished and co-ordinated. Moreover, learners have to be able to control two or more independent variables when formulating hypotheses, designing experiments and interpreting outcomes. Can sixth-grade (9–10 years) children be trained to acquire these inquiry learning skills? Or is the opportunity to practice in a computer-supported simulation environment a sufficient condition to foster inquiry learning skills? In this study, two groups of sixth grade children were compared: a training group, and a practice group. The training group received an off-line inquiry learning training in which we focused on fostering strategies for proper inferencing and designing experiments. The practice group conducted four inquiry learning tasks during two practice sessions. Learning outcomes and inquiry learning process measures were collected to study whether training and practice resulted in desired changes in learning behaviour. Both training and practice resulted in better performance during the test problems. Compared to the practice group, the training group showed some advantage in discovering an interaction effect. Practice and training effects appeared to be dependent on type of domain.