The study investigated if young students internalized content and concepts
embedded in a science computer microworld simulation as opposed to treating
it as merely a game to be played. The article reports changes in the Grade
Two students' cognitive outcomes and processes after learning with the sof
tware integrated within a thematic curriculum in a classroom over a period
of six weeks. Results indicate improvement in various thinking skills and s
trategies, from basic recall to the higher level skills such as classificat
ion and inference, as well as in the children's usage of scientific languag
e. Transfer occurred but was not significant thereby emphasizing the import
ance of providing numerous practices instead of relying on the software to
teach higher order cognitive skills. Daily usage and a flexible paired work
ing environment with the computer were pedagogical variables in the cogniti
ve outcomes.