Module C – Inquiry E-folio

For this weeks lesson, I decided to take a look at Molecular Workbench. Molecular workbench is a open-source software that allows students to run simulations of scientific phenomena at the macro scale level all the way down to the subatomic scale. It is also a modelling tool that allows users to design their own simulations and experiments and create simulation based curriculum materials.

For this week’s reading, I chose to read the article by Friedrichsen and Pallant (2007). This article describes a series of lessons on diffusion and osmosis. They use the 5E instructional model, which consists of the following 5 phases: engagement, exploration, explanation, elaboration and evaluation. Molecular workbench was used in the explanation phase. The lesson started with student making predictions on what would happen to a skinned potato if it was submerged in three different environments; water, 0.9% NaCl solution, and 10% NaCl. During the exploration phase, the student made observations on what happened to the potatoes. Then they are given a chance to come up with an experiment that could help explain the observed phenomenon. This is done in small groups and the group decides on the experimental method based on the supplies that are available (which includes dialysis tubing, a semi-permeable membrane). In the explanation phase, the students try to make sense of the data collected during the exploration phase. Molecular workbench is used at this stage to help students develop molecular-level explanations for their findings.

Molecular workbench allows students to visualize phenomena that cannot be seen by the naked eye. Unlike static images, students can see the constant motion of molecules as well as their interactions, which results in diffusion and osmosis. The interactive nature of Molecular workbench also allows students to manipulate variables and see the outcome, which is helpful in understanding the interplay between the molecules and the environment. These cognitive affordances of the program aid in developing an understanding of these complex phenomena. In addition, during this lesson, Molecular workbench is a group activity, which allows students to not only interact with the program but interact with one another to discuss observations, and make sense of the changes that occur when they manipulate certain parameters. This discourse is important in developing understanding.

Molecular workbench activity was followed by reflection and revision of their original explanations of the potato experiment to include molecular and cellular level representations. What I really liked about this lessons was that it models the way the scientific community acts. Instead of the teacher critiquing each group’s explanation, a peer review process was performed, and students were given opportunities to clarify or revise explanations based on feedback from their peers. Finally in the elaboration phase, students are asked to apply their knowledge of osmosis to new contexts to strengthen their conceptual understanding.

I believe this is a very successful lesson on diffusion and osmosis. As noted by Srinivasan et al. (2006), many novices view software simulation as “fake”, and strongly value “real” experiences over such simulations. In this lesson of diffusion and osmosis, the authors introduced the topic using something that was very relatable to students, presented them with an opportunity to participate in a “real” experience through a hands-on experiment, but also tied this to phenomena at the cellular level using software simulation. I think this is a great example of how information visualization software can be used successfully in eduction. Visualization software is great, but unless these visualizations are tied to something students can relate to, it may be just as abstract to students as the concepts that it is trying to demonstrate.

References

Friedrichsen, P. M., & Pallant, A. (2007). French fries, dialysis tubing & computer models: teaching diffusion & osmosis through inquiry & modeling. The American Biology Teacher. http://doi.org/10.1662/0002-7685(2007)69[22:FFDTCM]2.0.CO;2

Srinivasan, S., Pérez, L. C., Palmer, R. D., Brooks, D. W., Wilson, K., & Fowler, D. (2006). Reality versus Simulation. J Sci Educ Technol, 15(2), 137–141. http://doi.org/10.1007/s10956-006-9007-5

In social studies classrooms, role playing activities would generally involve students assuming the role of an important figure in history or representing a group of people. The purpose of role play would be to understand different perspectives of those adopted characters and develop a deeper understanding of history or human societies in general. I speculate that the reason role playing activities are not promoted in math and science classrooms is because a concept in math or science does not directly translate into a character or role as easily as it does in social studies. However, this is not to say that role playing does not have a place in math and science classroom.

According to Winn (2003), “cognition is embodied in physical activity, … this activity is embedded in a learning environment, and … learning is the result of adaptation of the learner to environment and the environment to the learner” (p. 1). When considering this definition of cognition, role playing seems to be a great tool for learning. This is because role-playing involves the use of one’s body to act out a role and interact with the environment (which may involve a made up scenario and other students acting out other roles). An effective use of role playing in learning geometry was demonstrated by Duatepe-Paksu and Ubuz (2009). In their study, they took a group of seventh grade students and taught geometry through drama based instruction, which included role-playing and compared these students to another group of seventh graders taught traditionally with the use of a textbook, worksheets and teacher directed instruction. All geometrical concepts covered between the two different instructional methods were the same. To learn about circles and their properties, the drama based instruction group was told that they were scouts going to a campsite. They walked in line, singing until the instructor told them that they had reached their campsite and were asked to stand so that everyone could see one another and then were told to position themselves to get heat equally around a fire pit. Through this role playing exercise, the students learned about what defined a circle, the properties of a circle, and objects in day to day life that were circles. The study showed that drama-based instruction had significant effects on students’ achievement, retention, thinking and attitudes compared to traditional teaching methods. Drama based instruction made learning easier and students understood concepts better because they were given the opportunity to contextualize geometric concepts and problems, role play and collaborate in the learning environment.

As demonstrated in the above example, we as teachers need to take math and science concepts and contextualize them for students, so that they can relate to these concepts and they are no longer abstract. I believe role playing is a great way to achieve this goal.

References

Duatepe-Paksu A, Ubuz B. (2009) Effects of drama-based geometry instruction on student achievement, attitudes, and thinking levels. The Journal of Educational Research. 102(4):272-286. doi:10.3200/JOER.102.4.272-286.

Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.

Category: Module C

Molecular Workbench – a successful lesson on diffusion and osmosis

Role playing and it’s potential use in math and science classrooms