Despite the affordances of haptic technologies, which could serve as scaffolds for deep conceptual learning, their true potential in education has not been fully harnessed and little research has been done to investigate its effectiveness for learning difficult concepts.
Proponents of inquiry-based instruction argue that teaching through inquiry improves student engagement in science learning and promotes deep conceptual learning of scientific concepts because it introduces students to a type of learning that 'parallels the work of practicing scientists' (Capps and Crawford 2013; Hodson 1992).
Despite the affordances of haptic technologies, which could serve as scaffolds for deep conceptual learning (Jones & Magana, 2015), their true potential in education has not been fully harnessed and little research has been done to investigate its effectiveness for learning difficult concepts (Minogue & Jones, 2009).
Results showed that both low-level and deep conceptual learning were equivalent between the conditions.
PBL has been shown to help K-12 and university students in a variety of subjects develop deep conceptual learning, problem-solving ability, and self-directed learning ability (Hmelo-Silver, 2004).
McElhaney et al. (2015) conducted a meta-analyses study documenting how dynamic visualization contributes to conceptual learning and deeper understanding of complicated science topics.
Starting with clear, well-defined examples can scaffold student learning toward deeper conceptual understanding of evolutionary theory (Lents et al., 2010; Young et al., 2013).
A sequence of inquiry-based activities, including writing-to-learn exercises, provided deeper conceptual understanding of key material.
Overall, they were drill-and-practice-style, based on a low level of thinking skills, thereby promoting rote learning, and were unable to contribute to a deeper conceptual understanding of certain concepts.
