摘要：AbstractCurrently, educational research provides promising evidence that the use of computer simulations can enhance student's conceptual understanding in science. Building on this finding, simulation-based inquiry learning using a Dual-Situated Learning Model (DSLM) was developed and implemented with Grade 10 students in order to investigate student's conceptual understanding at pre-test, post-test and at a retention test. The results showed that their conceptual understanding scores were significantly different and they gained better conceptual understanding after attending the simulation class. According to our findings, this method of simulation-based inquiry learning could be considered as a pedagogical tool for promoting student's conceptual understanding.
