Scaffolding to support learning of ecology in simulation environments


Satabdi Basu, Gautam Biswas and Pratim Sengupta

Paper type: 


This paper presents a semi-clinical interview-based empirical study for identifying effective scaffolds to support inquiry learning in a Multi-Agent based simulation of a desert ecosystem. Our preliminary results based on Sherin et al.’s Δ-shift framework show that all five categories of identified scaffolds contributed to students’ conceptual shifts and overall learning gains. This paper lays the foundation for future research on designing scaffolds in multi-agent, simulation-based learning environments for study of ecological processes.


Inquiry Learning, Simulation-based Learning, Scaffolding, Multi-Agent Simulations, Conceptual Change