Currently, educational research provides promising evidence that the use of computer simulations can enhance
students’ 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 students’ 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 students’ conceptual understanding.