3.  For years, corporations have used computer-based simulations with employee-training programs, augmenting traditional on-the-job training with virtual reinforcement, regular updates on company issues, and so on.  Classroom use of simulations, however, has been sporadic, even though many teachers report that children of the MySpace generation thoroughly enjoy online work and simulated activities  Pair that interest with the push for twenty-first-century skills -- collaborations, problem solving, group work, decision making, real-life problem solving, and the like -- and you have an ideal situation for simulated computer activities.

4.  A simulation is the process of imitating a real situation or object with a set of mathematical formulas  Simulations should be integrated as a vital part of curriculum rather than as an add-on.

5.  Visualize the invisible  Manipulate variables, observe results, and draw conclusions  Facilitate role playing  Use gaming approaches  Mimic real-world situations  Involve multiple participants

6. 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.

7. 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.

8. 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

9. Educational programs need to foster creativity and imagination. Students depend on seeing or interacting when involved in learning opportunities. Students are already using technology.

10.  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.

11.  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.

12.  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

13.  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.

14.  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

15.  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!!

16.  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)

17. 1. Assign roles, allow students to chose the roles or perhaps interview students for various roles. 2. Assessment may have to be readjusted 3. 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.

18. Virtual Bouyancy http://www.seed.slb.com/en/scictr/lab/buoy_exp/buoyancy.htmlhttp://www.seed.slb.com/en/scictr/lab/buoy_exp/buoyancy.html Roller Coaster http://www.learner.org/exhibits/parkphysics/coaster/http://www.learner.org/exhibits/parkphysics/coaster/ "Windward: Outsmart the Weather in a Race around the World.http://www.ciconline.org/windward http://www.ciconline.org/windward Commercial Fishing http://www.seed.slb.com/en/scictr/watch/climate_change/anim/toc/index.htmhttp://www.seed.slb.com/en/scictr/watch/climate_change/anim/toc/index.htm Wetland Exploration http://net.unl.edu/wonderwise/16urban/kidsactivity/index2.htmhttp://net.unl.edu/wonderwise/16urban/kidsactivity/index2.htm Virtual Microscope http://www.udel.edu/Biology/ketcham/microscope/scope.htmlhttp://www.udel.edu/Biology/ketcham/microscope/scope.html Cost one- Explore Learning Http://www.explorelearning.comHttp://www.explorelearning.com Denise Krefting Science ConsultantHeartland AEA