Enhancing science learning through choice and prior knowledge: a mixed-methods study on fluvial processes using a stream table

Background Learning in science often hinges on the interplay between individual background and the degree of autonomy provided in the learning environment.Purpose This study applied Falk & Dierking’s Contextual Model of Learning and investigates the impact of two personal contextual factors – prior knowledge and degrees of choice control – on students’ learning outcomes and engagement during a hands-on science activity.Sample, design and methods Utilizing a ‘stream table’ as a pedagogical technological tool, a sample of 36 university students participated in simulated experiments on fluvial processes. A mixed-methods factorial design was employed, structuring participants into six subgroups based on the timing of instruction (prior vs. post-lesson) and three degrees of choice control (No, Limited and Free Choice). Data collection integrated pre- and post-questionnaires, video observations and semi-structured interviews.Results Quantitative results indicate that while both prior-lesson and post-lesson groups showed significant improvement in interest (p < 0.01) and knowledge (p < 0.01), students with prior lessons demonstrated a significantly higher frequency in using correct scientific terminology during the activity (U = 27, p < 0.05). Qualitatively, the findings reveal that a ‘Limited Choice’ environment fosters the highest level of collaborative problem-solving and meaningful application of prior experience compared with ‘No Choice’ settings. Conversely, ‘Free Choice’ stimulated the greatest curiosity and creativity but often led to off-topic engagement.Conclusion These findings suggest that balancing instructional guidance with limited choice offers particular pedagogical affordances for supporting collaborative engagement and conceptual integration, helping learners meaningfully connect personal experiences with hands-on technological tasks.