Effective discovery and inquiry learning sessions don’t necessarily have to involve actual physical objects; they can instead involve experimentation in computer-based simulations. For example, children can learn a great deal about fractions with virtual “manipulatives” on a computer screen, and adolescents can systematically test various hypotheses that might affect earthquakes or avalanches in a virtual world (D.Kuhn & Pease, 2010; Moreno, 2006; Sarama & Clements, 2009; Zohar & Aharon-Kraversky, 2005)