In praise of simulations in WISE

I thoroughly enjoyed exploring the WISE on Projectile Motion and the International Space Station.  I was very impressed with how the curriculum design supported local adaptation, inquiry-based learning while sustaining a logical and coherent science curriculum.  This learning environment effectively navigates students through a linear and inquiry approach to learning and provides substantial instructional feedback on student reflections thus promoting the effective construction of skills and understanding. The modules draw out prior knowledge, provide contextual information, allow students to explore the effects of various variables, require students to apply their understanding to real-life questions and engage students to reflect upon their ideas.  

Linn et al. (2003) highlight the trade-off made in curriculum design in WISEs:

“The inquiry map presents curriculum designers with a tradeoff. If inquiry steps are too precise, resembling a recipe, then students will fail to engage in inquiry. If steps are too broad, then students will flounder and become distracted.” (p. 520)

In my opinion, the inquiry map of this specific environment is perhaps too formulaic and linear.  Student complete tasks in a specific order and are not provided with opportunities to dive deeper into specific areas of interest.  I, unfortunately, was unable to load the simulators embedded in this environment but I trust they are similar to the simulations available online.  While simulations are fantastic tools for students to test their assumptions, I would have placed the simulations at the beginning of the WISE in order to improve student engagement and generate rich class discussions right from the start.  From here, these discussions can serve to launch a student inquiry into projectile motion and the ISS.  

Linn (2003) points out that WISEs allow students to “bring to science class multiple conflicting views of scientific phenomena, often tied to specific contexts, examples, experiences, or situations” (p. 518).  Simulations provide fantastic opportunities for students to engage with real-world phenomena,  play with variables, and make well-supported predictions.  For instance, I often use the following Phet simulation when introducing my students to Planetary Motion in Physics 12.  At the start of class, students are asked if the Earth’s mass were to increase by say 25%, how would the distance between the Earth and Moon change?  How would the lunar orbital period change?  After an initial discussion, students are asked to explore the question further using the simulation.  Once the class comes to a consensus as to the effects of increasing Earth’s mass, students are then asked why these effects occur?  After some initial responses, students are asked if their response is grounded in intuition or in fact?  Throughout the year, we would have discussed how assumptions often lead to misconceptions and how evaluating motion through mathematical models can help support our understanding and reveal misunderstandings.  Students would then have to research and report on how celestial orbits are affected by the mass of each object, the distance between the objects and the angular velocity of the body in orbit.  The partnership of WISE and other learning activities, such as those mentioned above, hold enormous potential to develop core competencies within the classroom, notably, creative and critical thinking and communication.

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.