Simulations in the Science Classroom

Simulations in the Science Classroom

By Denise Krefting Science Consultant

Heartland AEA

By Denise Krefting Science Consultant

Heartland AEA

What is a simulation?What is a simulation?3 types of simulations : all machine simulations person- machine simulations all-person simulations

3 types of simulations : all machine simulations person- machine simulations all-person simulations

Students are encouraged to learn through collaboration , conducting experiments and testing hypothesis.

Students are encouraged to learn through collaboration , conducting experiments and testing hypothesis.

Why Use Simulations in the classroom?

Why Use Simulations in the classroom?

• Shift from an industrial to a knowledge based society demands that students acquire a new set of skills

• Students need to develop the capacity to use technological tools

• Shift from an industrial to a knowledge based society demands that students acquire a new set of skills

• Students need to develop the capacity to use technological tools

Why Use Simulations in the classroom?

Why Use Simulations in the classroom?

• Encourage Inquiry based learning

• Studies suggest students think and learn more effectively in an inquiry environment

• Learning occurs when active experimentation is combined with reflection

• Encourage Inquiry based learning

• Studies suggest students think and learn more effectively in an inquiry environment

• Learning occurs when active experimentation is combined with reflection

Why Use Simulations in the classroom?

Why Use Simulations in the classroom?

• Educational programs need to foster creativity and imagination.

• Students depend on seeing or interacting when involved in learning opportunities

• Students are already using technology

• Educational programs need to foster creativity and imagination.

• Students depend on seeing or interacting when involved in learning opportunities

• Students are already using technology

Advantages to Using Simulations

Have the ability to advance the experimental knowledge of students regardless of age, stage or location

Allows students to input conditions and manipulate an environment that can be analyzed

Advantages to Using Simulations

Enhance the students’ active involvements in the learning process,

Enabling them to apply principles more often, and helped students to meet the learning unit goals.

Students tend to perform better on tests of scientific and critical thinking skills.

Advantages to Using Simulations Promotes collaboration among

learners as the simulations can be manipulated and discussed.

Offers opportunities for learners to control and manipulate variables for better understanding in a safe environment.

Can record and track learner actions

Advantages to Using Simulations

Use critical and creative thinking skills

Increase students tolerance and their level of acceptance of others’ thoughts and ideas

Exposes learners to different ideas and experiment with ideas.

Disadvantages With Using Simulations

• Some learners have difficulties interpreting the effects of their actions due to lack of prior knowledge. Using scaffolds to enhance their learning is critical

• Time• Money• Technology

Disadvantages With Using Simulations

• Role of the teacher is very different than the traditional role: now the facilitator, organizer and manager.

• Teacher must be able to admit ignorance, let go of total control or be able to tolerate chaos, and have the confidence. Flexibility!!

Simulations Teach Real Science as Scientists

Scientists often create simulations to help them test their hypotheses.

Students follow a process when working with simulations: state a hypothesis, devising and running the simulation experiment, analyzing the results. (Inquiry)

Things for Teachers to Consider when Implementing

1. Assign roles, allow students to chose the roles or perhaps interview students for various roles.

2. Assessment may have to be readjusted

Things for Teachers to Consider when Implementing3. Simulations need to match the interests

and ability levels of the learner.

4. Be aware of the number of participants required by the simulation, implementation materials and space, implementation time frame and time for debriefing.

Bibliography

• Eric, Klonfer, and Susan Yoon. "Developing Games and Simulations for Today and Tomorrow's Tech Savvy Youth." Tech Trends 49: 33-41.

• Understanding of Solutions to Differential Equations Through Contexts, Web Bases Simulations, and Student Discussion

• Cherry, Gina; Ioannidou, Andri; Rader, Cyndi; Brand, Catharine; Repenning, Alex . "Simulations for Life Long Learning." NECC. NECC. June 1996.

• Hubbert, J, S M. Lomask, and R Lazarowitz. "Computer Simulations in the High School: Students' Cognitive Stages, Science Process Skills and Academic Achievement in Microbiology." International Journal of Science Education (2002).

• Kirkley, Sonny E., and Jamie R. Kirklev. "Creating the Next Generation Blended Learning Environments Using Mixed Reality, Video Games and Simulations." Tech Trends 49 (1989): 42-53.

• Seymour, Cathy R. "Simulations and Case Studies." Society for Information Technology and Teacher Education International Conference. Mar. 2003.

• May, Danna G. "Simulations." Gifted Child Today Mar.-Apr. 1997: 28.

Simulations to view

Virtual Bouyancy http://www.seed.slb.com/en/scictr/lab/buoy_exp/buoyancy.html

Roller Coaster http://www.learner.org/exhibits/parkphysics/coaster/

"Windward: Outsmart the Weather in a Race around the World.http://www.ciconline.org/windward 

Commercial Fishing http://www.seed.slb.com/en/scictr/watch/climate_change/anim/toc/index.htm

Wetland Exploration http://net.unl.edu/wonderwise/16urban/kidsactivity/index2.htm

Virtual Microscope http://www.udel.edu/Biology/ketcham/microscope/scope.html

Cost one- Explore Learning Http://www.explorelearning.com