Chris Slough Colegio Franklin D Roosevelt “Navigate the Now, Design the Future” Best use of science simulations in the classroom Chris Slough Colegio Franklin D Roosevelt

Today’s Agenda, Part I: Background: What is a simulation? What purpose do/should they serve? What does the research say?

Today’s Agenda, Part II: Introduction of specific simulations: Algodoo PHET Concord Consortium Windward Exploring the Nardoo

Today’s Agenda, Part III: Examples of constructivist learning opportunities: Grades 7 to 8: Concord: Visualizing Motion Grades 6 to 10: Algodoo: Rube Goldberg project Grades 7 to 8: PHET: Mutant Bunnies and Hungry Wolves Grades 11 to 12: PHET: Modeling the Photoelectric Effect, Coefficient of Kinetic Friction, Circuit Design

Which simulations do you already use? Computer-based or otherwise?

What is a simulation?

* * * It is a representation of a system, that evolves over time in accordance to initial conditions, which the experimenter can manipulate.

Why use a simulation? Lack of laboratory space/equipment Can provide a high degree of fidelity while eliminating unwanted variables Highly accurate measurement capabilities Effective for distance learning Efficient time management possibilities Access to otherwise inaccessible environments

How much research has been conducted? What has it shown?

What produces the best results? Simulations are most effective when used in the classroom setting as opposed to the computer lab Most effective as a SUPPLEMENT to more traditional approaches Sims work best in inquiry based/problem solving situations Can produce positive collaborative learning opportunities when roles are pre-assigned by the instructor

How simulations should NOT be used: Oversimplification of complex situations. (I don’t completely buy this one.) Replacements for laboratory work Exclusively instructive tools Games to be played without coaching or debriefing

Constructive vs. Instructive The goal is become a facilitator during the use of the simulation as opposed to being an instructor. Students must have opportunities to create hypotheses and/or models, then test their validity and evaluate the outcome. It sounds very similar to creating a good lab…

Best Lab Scenario?

Give them a pile of stuff, and say “Go!”

You have made it through Part I. CONGRATULATIONS! You have made it through Part I. Now it gets fun. No, really.

Some very good simulations… Algodoo PHET Concord Consortium Windward Exploring the Nardoo

Examples: Visualizing Motion Marble Movers Mutant Bunnies and Hungry Wolves Modeling the Photoelectric Effect Determining μk Circuit Design These will be blocked together…

URL’s for simulations discussed: Windward: Outsmart the Weather in a Race around the World.: www.ciconline.org/windward  Concord Consortium: www.concord.org/ Algodoo: www.algodoo.com/ PHET: phet.colorado.edu/ Exploring the Nardoo: www.impty.com/nardoo.htm

ADDITIONAL SIMULATIONS OF INTEREST: Virtual Bouyancy http://www.seed.slb.com/en/scictr/lab/buoy_exp/buoyancy.html Roller Coaster http://www.learner.org/exhibits/parkphysics/coaster/ Commercial Fishing http://www.seed.slb.com/en/scictr/watch/climate_change/anim/toc/index.htm Virtual Microscope http://www.udel.edu/Biology/ketcham/microscope/scope.html

1. Journal of Applied Educational Technology, Volume 3, Number 1, 2006 “Simulations: Bringing the benefits of situated learning to the traditional classroom” Les M. Lunce, Department of Technology & Cognition, College of Education University of North Texas 2. ScienceDaily, Oct. 2011. "Computer simulations can be as effective as direct observation at teaching students“ Ohio State University, no author listed 3. Phys. Rev. ST Physics Ed. Research 6, 2010 “Factors promoting engaged exploration with computer Simulations” Noah S. Podolefsky*, Katherine K. Perkins, and Wendy K. Adams Department of Physics, University of Colorado at Boulder, Boulder, Colorado

4. Technology in the secondary science classroom, 2008 “Using computer simulations to enhance science teaching and learning.” In R.L.Bell, J. Gess-Newsome, & J. Luft (Eds.), Bell, R.L., & Smetana, L. Arlington, VA: NSTA Press.