Probing use of simulations

Many teachers will already be familiar with the PhET series of simulations produced by the University of Colorado. Although the original focus was on physics, there are now a number of simulations targeting chemistry topics. PhET simulations are notable for the fact that they are designed using a research-based approach to target common misconceptions. Moore and co-workers report an interesting study that probed students' interactions with a particular chemistry simulation, with the aim of demonstrating the power of implicit scaffolding in promoting student-led learning in a large class setting. 

David Read summarises and reviews the study.