Inquiry E
Hooked on Simulation!
I had found the simulation on Mitosis and was sharing that with my class. Here is my analysis of how simulations help. (My March 4th Vista post…..)
The ability to watch the process step by step at one’s own pace allows the students to build the knowledge in steps – scaffolding the next step on the previous step. The ability to go back helps students check their understanding.
The list of stages and visuals are synchronized in the animation and there is also a detailed explanation about each step below the visual. Such multimodality of the resource allows students to learn the same concept in different ways.
When used effectively, computer simulations can be as productive a learning tool as hands-on equipment, given the same curricula and educational setting (Finkelstein et.al. 2005). This emphasizes the need to embed this simulation in an effective learning process which will allow students to construct their understanding. In the absence of prior knowledge, which might often be the case with such concept, students may build up incorrect models in their mind about the concept. Visuals and animations in such situations, along with collaboration, allow the students to reorganize their models (Khan, 2007). The social affordances can be built around the activity by embedding it in a learning process that allows for discussion and constructing knowledge together.
Reference:
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. Retrieved April 02, 2006, from: http://prst-per.aps.org/pdf/PRSTPER/v1/i1/e010103
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.
Part 2:
Examining Chemland and then various lesson ideas submitted by my classmates led me on a quest to find resources which I could use in my teaching.
I use some simulation in class but have been thinking – why not more? They are such effective tools and will help me apply the T-GEM model of teaching “most of the time” in my teaching instead of “some of the time”.
Here are some nuggets for now:
University of Cambridge * I love this one!
It is impressive the amount of resources our class have collected! There are so many wonderful simulations, applets, games, and virtual communities that I know of now. Can’t add them all here as I had initially planned. They sit on my desktop in a folder that I’ll be using a lot!