SIMULATIONS EXPERIMENTING AND

STRUCTURINGSimulations is considered the «third form of science» since it is possible to create events, with calculations like in authentic and real events.

Learning with simulations

Problem solving content learning

Advantages of simulations

Limitations of simulations

Simulaltions for sicience

Simulations for workplace training

Simulations for K-12 classrooms.

Simulations: structuring

and experimentin

gTeaching with simulations

Preparation

Debriefing

Group work

Simulations as an integral part of classroom instruction.

The features and functions

of simulations

Definitions

Simulation categories

Sources of simulation

Educational software publishers. Commercial software publishers on-

line simulationCharacteristics of Simultaions

Caracteristics of simulations

A vision of knowledge. Authentic problem context or setting variable

rules of interaction.

SIMULATIONSIt is important to know basis

content of knowledge but the importance is the ability to

put that knowledge to

work

Educational or instructional games or computer simulations?

A rep

rese

ntat

ion

or

mod

el o

f an

even

t,

obje

ct o

r

phen

omen

on

A computarized

model of a real or

imagined system

designed to teach

how a certain

system works

Offer the opportunity to

manipulate variable

that affect the

outcomes of the experience. In sim

ulations, the

computer responds

to student imput.

SIMULATION CHARACTERISCTICS

SIMULATION CATEGORIES *THOSE THAT TEACH ABOUT SOMETHING AND THOSE THAT TEACH HOW TO DO

SOMETHING.

Opportunity to manipulate objetcs or phenomena representedon the screen as *the incredible laboratory*

PHYSICAL SIMULATIONS:

Those wich support student experimentation with genetic rules, population growth, stock market dynamics and environmental systems.

PROCESS SIMULATIONS

Teach the appropirate sequences of steps to perform in certain procedures *flight simulations or medical diagnostic simulations*.

PROCEDURAL SIMULATIONS

Present variety of situations and aske them to divise actions to solve problems *selling lemonade ad a lemonade stand, building transcontinental railroads, planning cities or e4cosystems.

SITUATIONAL SIMULATIONS

CHARACTERISTICS

A vision of knowleg

e

• Knowledge in simulations is not presented as a cluster of right or weong answers.• Complex systems in which programmers have embedded understandingof the structures or

central concepts.

An authentic problem

• Simulations present authentic problems but not necessary *real* problems• Authentic problem is one that could legitimately exist in a real-world context.

A context of

setting

• Simulations are defined universes set in a real or an imaginary context.• The setting or context must be manipulated as part of the problem-solving process.

Variables

• Good strategy is to study carefully the menus available on the menu bar.• The basic structures that define the universe of a simulation are generallly represented as

variables that learners manipulate.

Rules of

interaction

• I most of simulations, the rules of interaction must be discovered as the game progresses. • Managing the variables, vigen the complexity of their interactios can be very challenging.

SOURCES OF SIMULATIONS

The field of science seems to include more simulations than any other area. The term *Edutainment* is applied for software publishers with educational value.

ON-LINE SIMULATIONS

COMMERCIAL SOFTWARE

PUBLISHERS

LEARNING WITH

SIMULATIONS

PROBLEM SOLVING

• Programs tend to adress higher-order educational objectives.

CONTENT LEARNING

• Some researches suggest that simulations are less effective for teaching factual knowledge.

ADVANTAGES ASSOCIATED WITH COMPUTER SIMULATIONS

Low cost

Student

involvement

Safety

Encouragement of socializati

on and collaborat

ion

Making the

imposible,

POSSIBLE

LIMITATIONS ASSOCIATED WITH COMPUTER SIMULATIONS:

More threat and

anxiety

Time demands

Adoption of the

material but not

the concept

Competitive focus

TEACHING WITH SIMULATIONS*simulations are best used when students have

mastered a set of concepts and are ready to apply the acquired knowledge*

Careful background preparation of students.

Students must be helped to develop a basic understanding before enter the simulation.

Careful background preparation of students.

Students must be helped to develop a basic understanding before enter the simulation.

GRO

UP

WO

RK

STU

DEN

TS

DIS

CU

SS W

HAT

WO

RKS A

ND

WH

AT

DO

ES N

OT.

CONCLUSIONS

1. Simulations bring real-life context to the learners.

2. Simulations helps with situations that could happen in different scenarios.

3. Creativity is increased when learners develop a project, with virtual ingredients.

4. Improve the level of knowledge through different virtual activities.