1. 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

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

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

4. 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

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

6. What is a simulation?

7. * * *
It is a representation of a system, that evolves over time in accordance to initial conditions, which the experimenter can manipulate.

8. 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

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

10. 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

11. 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

12. 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…

13. Best Lab Scenario?

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

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

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

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

18. URL’s for simulations discussed:
Windward: Outsmart the Weather in a Race around the World.:
Concord Consortium:
Algodoo:
PHET: phet.colorado.edu/
Exploring the Nardoo:

19. ADDITIONAL SIMULATIONS OF INTEREST:
Virtual Bouyancy
Roller Coaster
Commercial Fishing
Virtual Microscope

20. 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
"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

21. 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.