Group items tagged

University of Colorodo. (2013). Simulations. Retrieved from https://phet.colorado.edu/en/simulations/category/by-level/elementary-school This website has several science simulations that can be run immediately. All simulations are labeled with a title that expresses the scientific topic it will be covering. They are placed into categories; elementary, middle school, high school. When running the program, you are given all of the tools, but you must explore on your own. This would be great to let the kids go and see what they come up with in regards to why and what that experiment was accomplishing.

Winsberg, E. (2009). Computer Simulation and the Philosophy of Science. Philosophy Compass, 4(5), 835-845. This scholarly journal addresses the use of computer simulations as a scientific tool in many areas of science.  There are many differing opinions as to the accuracy and reliability of these simulations.  Computer simulations take a multitude of mathematical computations to create.  Many philosophers of science have deemed these simulations to be insufficiently supported for philosophy and scientific use.  In this article, Winsberg proceeds to show that there are misconceptions in this thinking.  He proceeds to support the use of simulations as a benefit for several fields of science if used appropriately.  

""It is a miracle that curiosity survives formal education ... If we are to develop our students' sense of curiosity, we must be mindful to carve out time to allow our students to inquire and explore." -- Albert Einstein"

Gende, D. (2011, April 1). Science Simulations: A Virtual Learning Environment. [web log post]. Retrieved from http://plpnetwork.com/2011/04/01/science-simulations-a-real-way-to-learn/ This post is from an educator who published in The How of 21st Century Teaching.  Gende explains how time and money are always an issue in science education.  Technology simulations can be used as a helpful tool to supplement and enhance scientific learning within the classroom.  This is with the stipulation that it should not be a replacement for hands on lab work, but to be used as an engaging tool to support learning.  She explains how research has supported this idea, listing the advantages of using simulations.  Gende then proceeds to instruct on how to implement science simulations in the classroom with a multitude of website resources to assist anyone who would like to explore and use them.

Cherry, G., Ioannidou, A., Rader, C., Brand, C., Repenning, A. (n.d). Simulations for Lifelong Learning. Department of Computer Science, University of Colorado, Boulder. Retrieved from http://www.cs.colorado.edu/~ralex/papers/PDF/NECC99.pdf  The authors looked at simulation integration at all levels (elementary through the professional level) using VAT (Visual Agen Talk).  They base their thoughts on the idea that simulations are used the show how or why something works.  It gives them the opportunity to engage in scientific inquiry, and test their theories.   They believe that by using these simulations teachers support student collaboration and support science inquiry in the classroom.

Keller, H. (2009, June 2). Can Virtual Labs Replace Hands-On? Science Education. Retrieved from http://etcjournal.com/2009/06/02/can-virtual-labs-replace-hands-on/ This journal sums up the opinion of an educator who has used both labs and simulations to teach science education.  He has discovered that using a combination of both computer based science simulations hands-on experiments is the best method of science investigation education for students.  Since there are simulations that can be affected by the environment, the simulations can't all stand on their own.  By participating in a hands-on experiment students can witness the change in data due to environmental change.  Simulations supply a lot that we can manipulate, but they don't always have every aspect necessary. 

Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In D.  Duffy and Cunningham debate whether computer technology is a positive or a negative thing.  They go on to demonstrate many differing opinions on this standpoint and supporting factors either for or against. Since everyone is different and there are differing opinions we can look at the multiple perspectives and devise that success in learning requires scaffolding, coaching, support and immediate feedback to be successful.