Finklestein et al. (2005) found that computer visualization simulations have a positive effect on student’s ability to assimilate concepts and knowledge about a subject. Linn et al. (2004); Hargrave & Keaton (2000); and Lee et al., (2010) all showed similar evidence that indeed, computer simulations can provide opportunities for deep learning of subject matter. In this way, simulations can be a great way to break common misconceptions which are often deeply held and may have a significant long-lasting effect on students, perhaps preventing them from assimilating knowledge.
One common belief among students that has proven to be difficult to break through with elementary students is photosynthesis in relation to how plants grow and survive. It is very common for students to believe that, like most organisms, food comes from outside of the organism and is ingested.
To design an effective lesson I am using the 4-step T-Gem model:
Generate
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- What would a plant need to sustain itself?
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- How does a plant quite the nutrients it needs to grow?
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- Are plants and animals different in terms of the way they sustain themselves? If so, how?
Students would use attempt to answer the questions before moving on to the next stage. Answers would be recorded via a shared google doc in groups and submitted.
Evaluate
Students would evaluate their pre-conceived ideas by exploring a simulation developed by Innovative Technology in Science Inquiry:
Students would complete the activity above and then reflect on the answers they submitted in step one. This would prompt some reflection and perhaps a change of commonly held beliefs.
Modify
After completion of the activity, students would be given the same activity as in step 1 and complete it using the knowledge they now have.
Reflection
Students would be required to complete an assignment individually detailing in long answer format what they had learned if their understanding has changed, how it has changed? and how this might prompt them to approach offer science topics differently?
References
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.
Hargrave, C. P., & Kenton, J. M. (2000). Preinstructional simulations: Implications for science classroom teaching. Journal of Computers in Mathematics and Science Teaching, 19(1), 47-58.
Lee, H. S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technology‐enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching, 47(1), 71-90.
Linn, M. C., Eylon, B. S., & Davis, E. A. (2004). The knowledge integration perspective on learning. Internet environments for science education, 29-46.
I found it so interesting that Finkelstein, Perkins, Adams, Kohl, & Podolefsky indicated students who participated in virtual simulations actually gained a deeper understanding of the content and in fact performed better on information retention of these concepts for the purposes of the exams (2005). It reminded me of Khan’s statement that students need these simulations in order to better experience and understand unseen phenomena (2010). Our Science curriculums are plagued with unseen phenomena that we require students to memorize and understand. I wonder if many of our misconceptions could be avoided if we allowed computer simulations as part of the learning process before we have students participate in hands on labs? In the case of your photosynthesis simulation would you then have students follow up this lesson with any hands on labs? How would you help them make the connection from the virtual simulation to the unseen phenomena in front of them?
Trish
Dear Trisha,
Good question. I think a follow up hands on photosynthesis activity would definitely be in order.
When it comes to photosynthesis it is one of those common myths held that need to be challenged through the simulation. I believe this would challenge them.
As you point out unseen phenomenon are very common and thus I believe a simulation would give them a better idea before analyzing a hands on experiment.
My hope from the follow up hands on experiment would then be what a stronger understanding of what photosynthesis is and why it is vital to plant life and all life.