Transfer of Learning from a Computer Simulation as Compared to a Laboratory Activity

Abstract

The use of computer simulations is discussed, especially in relation to science education. Issues of fidelity and transfer are briefly presented when a computer simulation is used instead of a laboratory activity. A computer program written by the author is described that simulates a typical mineral identification activity that would be performed in a high school earth science course. Student performance on the mineral identification portion of the New York State Regents Earth Science Exam was used to compare students who had been taught using the simulation and students who had used the laboratory based mineral activity. No difference was found in student performance between the two groups.