Learning oceanography from a computer simulation compared with direct experience at sea
W. Winn, F. Stahr, C. Sarason, R. Fruuland, P. Oppenheimer, and Y.-L. Lee 2006 Journal of Research in Science Teaching v. 43(1), pp. 25-42.

A one day field trip on a research vessel in Puget Sound helped undergraduate students understand the context of an oceanographic lesson, and improved the conceptual understanding of students who reported little prior 'water-related experience' such as boating or swimming. Working with the Virtual Puget Sound simulation helped students understand the target concepts, because it made things visible that weren't visible in the field, such as the spatial patterns of current speed and direction. (Each field group saw just one current meter measurement at a time, and visited only three stations). The authors conclude that field and simulation are complementary experiences; each improves student understanding of the other.

Subject: Geoscience:Oceanography, Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Instructional Design:Teaching in the Field, Use of Technology, Cognitive Domain:How information is organized:Mental models, Ways Of Learning:Active/Kinesthetic/Experiential, In the Field