One of the biggest questions that comes to mind when I think about the tools and resources for information visualization that are used in the math and science classroom, is how do we (as science and math educators) know which tool is the right choice for our context? For this topic, I chose to explore both NetLogo and Scratch. Though I found Scratch easier to wrap my head around, I think there are contexts where NetLogo could be extremely useful for students.
The first reading I did on this topic came from Finkelstein et al. (2005). Throughout their study of comparing computer simulations and in-person labs, they found that “students using the simulations learned more content than did students using real equipment” (Finkelstein et al., 2005, p. 6). Though evidently this isn’t always the case, this study showed that the possibility is there and that these “computer simulations can be as productive a learning tool as hands-on equipment” (Finkelstein et al., 2005, p. 1). There are many laboratory simulations available online, and one of these is PhET simulations from the University of Colorado Boulder. Gizmos and Labsters are also simulators that have been popular with educators. So again, the question arises, how do we pick?
The second reading I chose was from Amador & Soule (2015) and looked at how girls can build their excitement and motivation for mathematics using Scratch. Scratch comes from MIT and is a programming platform designed for beginners. This particular study found that “girls who took part in the computer-coding unit were excited about learning to code and using mathematics to accomplish their personal coding goals” (Amador & Soule, 2015, p. 414). What was also a win was the sense of ownership that Scratch allowed these students to feel (Amador & Soule, 2015). Programming is becoming part of all mathematics curriculum here in Alberta and there are many math educators who are not necessarily equipped to teach these skills. Utilizing an online platform like Scratch can help. Other examples of this type of software include Blockly and MakeCode, among others. Which one is best for middle schoolers? High school? What about students with differing learning abilities?
There are a plethora of platforms that can help educators provide meaningful learning opportunities for their students. Though it can be hard to decipher which of these platforms will suit the needs of our students best, by far the best place to start is simply by jumping in. Utilizing the experience of colleagues can be helpful and utilizing the expertise of students is also wise. We need not be extremely experienced with every platform that we share with our students but we do need to make the effort to try some out. So, as I grapple with the above question of which platform is going to be the right one, maybe the answer is in fact that they all are. So long as we work alongside our students with open minds, there are likely a number of platforms that can assist us in the visualization of material for our students.
References:
Amador, J. M., & Soule, T. (2015). Girls build excitement for math from Scratch. Mathematics Teaching in the Middle School, 20(7), 408-415
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.