Microworlds to Macroworlds

An Experiment in the Conceptual Transfer of Ecological Concepts

Abstract

The present study examined the transfer of children's learning from acomputer-based microworld environment to other settings. In particular, we studied the learning and transfer of concepts and representations as well as how a microworld environment affects instructional interactions. Fifteen fifth and sixth grade children used an ecology simulation game while their classmates used other science software. Three domains for possible transfer of ecology concepts were examined: completing a set of paper-and-pencil picture tasks, constructing a vivarium in a small group, and notating information during a walk in the park. The results showed that children applied concepts from the microworld, individually when the materials were graphically similiar to the microworld, and, in groups when the interindividual setting was like the microworld's. The results suggest that children's awareness of certain science concepts can be enhanced by manipulating a microworld environment, in large measure because of the impact of the experience on the interactions children have about the microworld content. Connections between different instructional environments is discussed.