As a visual and kinesthetic learner, I find great value in using information visualization software for learning and teaching math and science concepts. I appreciate the resources that were shared by the group and have compiled a list of practical resources to share with my colleagues in the math and science departments, as a result. I was pleased to see that I already implement some of the resources into my teaching but was even more excited to add to my list of great teaching tools.
The software that Tom and I examined was designed to help students understand how to draw a line of best fit accurately and provide practice. The application was very basic in structure but simulated the principle quite well. Students were able to plot their data points on a graph and then use the software to come up with an accurate line. They could alter or delete data points to see what the difference on the line would be, as well. I see myself using the Illuminations Line of Best Fit applications in math and science to ensure that students understand the concept as well as help them self-correct their work. Students could also use the application to practice creating line of best fit, given as data set, in either math or science. It is an important concept to master as it affects the data analysis after experimentation as well as mathematical calculations.
As I reflect on the many websites and applications shared over the last few weeks I see that many are designed to practice a specific skill or learn a specific concept. I am apprehensive in adopting all these simulations into my teaching as the question of authenticity arose in our discussions. Are online simulations better or worse than real life experiments? As Srinivasan et. al. (2006) explained, “They seem to need/want authenticity to be able to make the connections the experts make with the simulations.” However, they also note that a computer and software can be much cheaper than the actual hardware necessary for the real-life experience. I see schools using a mix of the two, using simulations where appropriate and hands-on activities when possible. Teachers need to be aware of the possibilities of computer-based simulations and judge accordingly whether to use them or not. Finkelstein et. al. (2005) agreed as they concluded, “computer simulatisons that are properly designed are useful tools for a variety of contexts that can promote student learning.” They noted that virtual equipment is more productive than real equipment. I will add that the simulations shared were typically cheaper and more reliable, as well.
I plan to add more virtual simulations to my teaching as they help create constructive environment for learning. Once students are pointed in the right direction, I feel that they will want to explore other simulations and “mess about” with scientific play (Finkelstein et. al., 2005) increasing learner engagement. Information visualization is an effective learning tool as it uses multiple senses to teach without the need for all the equipment, cost and time.
Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Education Research,1(1), 1-8.
Srinivasan, S., Perez, L. C., Palmer,R., Brooks,D., Wilson,K., & Fowler. D. (2006). Reality versus simulation. Journal of Science Education and Technology, 15 (2), 1-5.