1. Preinstructional simulations: Implications for science classroom teaching. Hargrave, C. & Kenton, J. (2000). Preinstructional simulations: Implications for science classroom teaching. The Journal of Computers in Mathematics and Science Teaching, 19 (1), 47-58. Adviser: Ming-Puu Chen Presenter: Tsai, Yu-ting 2007.05.05

2. Introduction A computer simulation is defined as: a non-linear and manipulable model, representing a real or imagined phenomenon, that has the ability to present, either visually or textually, the correct state of the model.In addition to, a simulation allows the user(s) to track his/she progress with the model and provides feedback in realistic forms. (Thomas & Hopper, 1999) (Barab, Bowdish, & Lawless, 1997; Williams & Dodge, 1993) (Alessi, 1991)

3. A new role for computer simulation in science education The National Science Education Standards(1996) recommend that the use computer technology in the science classroom should provide opportunities for students to investigate science content beyond superficial levels. Hopper and Thomas(1998) advocated two instructional roles for computer simulations. (1)post-instructional tool (2)preinstructional tool

4. A new role for computer simulation in science education Post-instructional tool ─ Development for use after formal instruction ─ Often are used to test students’ knowledge of content(de Jong, 1991) ─ Place students into unique and specific learning roles (Hooper & Thomas, 1998) Many post-instructional simulations do not require or encourage students to operate at advanced cognitive levels.

5. A new role for computer simulation in science education Preinstructional tool ─ serve as foundation for further learning. ─ assist in the development of students’ conceptions. ─ reveal alternative conceptions in students’ thinking processes. ─ encourage the development of questions related to the content. (Brant, Hooper, & Sugrue, 1991; Hopper & homas, 1998)

6. Characteristics of Preinstructional Simulations exploratory environments that contain a specific task to be completed by the student. contain variables that can be manipulated by the student. allows the student numerous attempts to complete the task. provide feedback that is consistent with the phenomenon it models.

7. Preinstructional simulations: Implications for Science education Preinstructional simulations in which students can manipulate variables, explore the environment, and test hypotheses before instruction, allow students to create robust conceptions of the science topic.

8. Implications for students and Learning Students become active creators of knowledge before and during formal instruction. Students assume greater control of the content and their learning.

9. Implications for Teachers and learning challenge the traditional classroom power structure. change teachers’ class preparation tasks and make teaching more dynamic and spontaneous. provide teachers with timely information regarding student learning.

10. Conclusion When used a preinstructional simulation before formal instruction… Students arrive at the instruction with a more personal understanding of the content and are prepared to assume cognitively-active roles in making sense of the content(Brant, Hooper, & Sugrue, 1992). The instructor’s role changes from merely content disseminator to learning coordinator. As a learning coordinator, the instructor’s task focus more on helping students make sense of the content.

11. Conclusion The use of simulations prior to formal instruction, as described in this paper, represent an effort to take advantage of the technology to create meaningful learning environment.