COMPUTER SIMULATIONS

IN SCIENCE EDUCATION

 Computer Simulations in Science Education  27-01-14

History of Simulations
LITERATURE REVIEW
COMPUTER SIMULATIONS IN SCIENCE EDUCATION

view article published, titled:

The Learning Effects

of Computer Simulations
in Science Education

 Computer Simulations in Science Education  27-01-14

 Simulations in school practice

 reference: de Jong, T., 1998, Scientific discovery learning with computer simulations of conceptual domains
Computer Simulations in Science Education

Why use them?

 Because simulations are
simplified versions of the natural
world, they have
the potential to facilitate learning
by focusing students’ attention
more directly on the targeted
phenomena.

 Computer Simulations in Science Education  27-01-14

Technology and Experience

Dale’s Cone of Experience

Construction of Knowledge

Constructive Learning
 Construction of Knowledge

Assumptions

 Learning is an active and individualized process.

 The learner must construct new knowledge based on his/her own
individualized experience.
 The student is the producer of information rather than the consumer.
 The teacher is a member of learning community rather than the only
source of information (facilitator).
 Construction of Knowledge

 Teaching must fosters critical thinking and creates active and

motivated learners.
 Learning emphasizes the application of knowledge in real life
situations.
 Learning is a cooperative process constructed within the social
context of the classroom.
 Assessment is a continuous and interactive process.
 Simulation

Types of Simulations
 Physical simulation: is a simulation in which physical objects are
substituted for the real thing. These physical objects are often chosen
because they are smaller or cheaper than the actual object or system.

 Interactive simulation: is a special kind of physical simulation in

which physical simulations include human operators, such as in a
flight simulator or a driving simulator.
 Simulation

 Constructive simulation: is a hypothetical model of real or imagined

system (usually computerized) designed to learn how a system works
and allows learners to create their own sequence for using simulation.
 Simulation
 Constructive simulation: is a hypothetical model of real or imagined
system (usually computerized) designed to learn how a system works
and allows learners to create their own sequence for using simulation.

Why?
Computer simulation has become a useful part of modeling many natural systems in
physics, chemistry and biology, and human systems in economics and social science
as well as in engineering to gain insight into the operation of those systems.
 Simulation

 Computer simulation: is a computerized hypothetical model of real

or imagined system designed to learn how a system works and allows
learners to create their own sequence for using simulation.

Features
 Involve students into learning process.
 Compress time or slow down processes.
 Save money and resources.
 Make experimentation safe.
 Make impossible situations possible and controllable.
 Let student repeat events as many times as they want.
 Simulation

 Computer simulation: is a computerized hypothetical model of real

or imagined system designed to learn how a system works and allows
learners to create their own sequence for using simulation.

Examples
Several software packages exist for running computer-based simulation modeling
(e.g. ChemLab, Infinite Physics Simulator, Curvilinear, VirtLab, Essential Science,
GastroPlus, Flight Simulator, Truck Simulator, etc.)
 Simulation in Education

The term “micro-world” is used to refer to educational simulations

which:

 model some abstract concept rather than simulating a realistic object or environment.
 model a real world environment in a simplistic way so as to help a learner develop
an understanding of the key concepts.
 Simulation in Education

The term “micro-world” is used to refer to educational simulations

which:

Normally, a learner can create some sort of construction within the micro-world that
will behave in a way consistent with the concepts being modeled.
 Simulation in Education

Types of Educational Simulations

 Animation
This is a technology-supported graphic representation of a physical object or space.
The learner is able to simulate user interaction within the animated space.
 Role Playing
Simulation may also take the form of role playing. A scenario is presented, one or
more individuals are assigned roles, and the learners act out their roles within the
simulation to solve a problem, reconcile a relationship issue or learn about a process.
 Simulation in Education

Types of Educational Simulations

 “If-Then” Process Simulation
Technology-enabled simulation can provide an if-then methodology for learning. The
student is presented a situation that has multiple outcomes, and he or she responds by
choosing an outcome.
 “What-If” Interactive Models
What-if models are built using a set of factors that collectively determine the outcome
of a question or problem, for example, "What size big screen TV should I buy?" The
learner is able to modify the value of the factors and is provided an outcome.
 Simulation in Education

Types of Educational Simulations

 Intelligent Tutoring Systems
The ultimate form of simulation, intelligent tutoring systems are computer-based
instructional systems that model the
1) content to be taught,
2) instructional models of what and how to teach, and
3) feedback mechanisms to correct student errors.
Thus, intelligent tutoring systems simulate the content and process of learning.
  In comparison with alternatives such as
textbooks, lectures, and tutorial course ware,
a simulation-based approach offers the
opportunity…
●
to learn in a relatively realistic problem-solving context
●
to practise task performance without stress
● to systematically explore both realistic and
hypothetical situations
●
to change the time-scale of events
●
to interact with simplified versions of the process or
system being simulated.

reference: van Berkum, J.A., 1991, Instructional environments for simulations

 Computer Simulations in Science Education  27-01-14

  V isualizations may be especially useful for helping students see structure in phenomena
and processes that are traditionally “invisible” to students.
A process can be invisible if it is…
too small (bacterial reproduction)
too big (tectonic shifting)
too fast (chemical reactions)
Or too slow (evolution).
 V isualizations can make these processes accessible so learners can perceive the
important structures.

 reference: de Jong, T., 1998, Scientific discovery learning with computer simulations of conceptual domains

 reference: Finkelstein, N., 2006, High-tech tools for teaching physics - The physics education
technology project

reference: Lindgren, R., 2009, Spatial Learning and Computer Simulations in Science

 Computer Simulations in Science Education  27-01-14

 Features that are of particular help in the teaching of science:
● They free up teacher time so that they can interact with students instead
of dealing with the management of the experimental setup/apparatus
and supervision.
● Simulations offer an easy way of controlling experimental variables,
opening up the possibility of exploration and hypothesizing.
● Presenting a variety of representational formats including diagrams,
graphics, animations, sound and video that can facilitate understanding.

reference: Lindgren, R., 2009, Spatial Learning and Computer Simulations in Science

reference: Blake, C., 2007, Reconsidering simulations in science education at a distance - Features of effective use

 Computer Simulations in Science Education

Simulation in Education

Examples
 Instructional Simulation
Example

Curvilinear

Friendly design, users do

not need to get trained to
operate these tools. Using
buttons, text boxes and
slide bars learners can
run or stop the
experiment and change
the parameters of the
phenomena.
 Instructional Simulation
Example

ChemLab

Model ChemLab
simulates the steps
involved in performing
an experiment. Users
step-through the actual
lab procedure while
interacting with
animated equipment in
a way that is similar to
the real lab experience.
 Instructional Simulation
Example

Interactive Physics
Interactive Physics
teaches students the
same motion tools used
by professional
scientists and
engineers.

Interactive Physics is a
valuable tool for your
classroom and
laboratory.
 Instructional Simulation
Example

Infinite Physics
Simulator
Infinite physics
simulator has a large
collection of objects
useful for optics
simulation including
mirrors, prisms, lenses
and other transparent
objects.
reference: Finkelstein, N., 2006, High-tech tools for teaching physics - The physics education technology project
Computer Simulations in Science Education
 Instructional Simulation
Example

Infinite Physics
Simulator
Perform labs on the
screen and analyze
them with different
tools.
 Three trends nowadays dominate the
field of learning and instruction.
L earners are encouraged to:

● construct their own knowledge (instead

of copying it from an authority be it a
book or a teacher): constructivism

● in realistic situations (instead of merely

decontextualised, formal situations such
as the classroom): situationism

● together with others (instead of on their

own): collaborative learning.

reference: de Jong, T., 2003, Learning complex domains and complex tasks, the promise of simulation based training

 Computer Simulations in Science Education

 Scientific discovery is usually interpreted
as the processes of mindful coordination
between hypothesized theories and
evidence collected by experiments.
 DISCOVERY LEARNING

reference: Hulshof, C.D., 2006, Using just-in-time information to support scientific discovery learning in a
computer-based simulation
DISCOVERY TEACHING
 Simulation in Education

More Examples

 Interactive Simulations
http://phet.colorado.edu/simulations/sims.php?sim=Projectile_Motion

VirtLab
http://www.virtlab.com/index.aspx

 simSchool
https://simschool.org/my/

 Essential Science
http://www.focuseducational.com/html/product_overview.php/pid/1

 GastroPlus
http://www.simulations-plus.com/Products.aspx?grpID=3&cID=16&pID=11
 Simulation in Education

Barriers
 Lack of money.
 Lack of time.
 Lack of knowledge.
 Lack of technology.
 Lack of sharing
 DISCOVERY
TEACHING
 transformative processes:
learners’ activities in these phases are
performed for the sole purpose of
yielding knowledge

 regulatory processes:
serve to manage and control
the inquiry learning process

reference: van Joolingen, W.R., 2005, Co-Lab - research and development of an online learning environment for collaborative scientific
discovery learning
DISCOVERY LEARNING
  The goal of scientific
discovery learning is not only
to help subjects acquire
domain knowledge…

… but also to enable them

to apply their knowledge
in new situations.
DISCOVERY LEARNING
kinds of visualization
 reference: Ploetzner, R., 2009, Students' difficulties in learning from dynamic visualisations and how they may be overcome
 reference: Ploetzner, R., 2009, Students' difficulties in learning from dynamic visualisations and how they may be overcome
  Since Physics and Chemistry deal with three-dimensional (3-D ) objects,
the ability to visualize and mentally manipulate shapes is very helpful in
their learning. In fact, much of what Physics and Chemistry students
know takes the form of images.

 reference: Trindade, J., 2002, Science learning in virtual environments a descriptive study
 M any have argued that interactive 3D
virtual environments have great
educational potential…

 due to their ability to engage learners in

the exploration, construction and
manipulation
of virtual objects, structures and
metaphorical representations
of ideas.

 reference: Dalgarno, B., 2009, Effectiveness of a Virtual Laboratory as a Preparatory Resource for Distance Education Chemistry
Students
 DISCOVERY LEARNING

 Nevertheless, based on various

researchers, it is found that 3D models
may lead to cognitive overload
problems in hypermedia-learning
environments in particular,

as such environments are assumed to

generate a heavy cognitive load.

 reference: Korakakis, G., 2009, 3D visualization types in multimedia applications for science learning - A case study for 8th grade
students in Greece
 DISCOVERY LEARNING

 Virtual reality is a
computer interface
characterized by
a high degree of
immersion, plausibility,
and interaction, making
the user believe
that he is actually inside
the artificial
environment.

reference: Trindade, J., 2002, Science learning in virtual environments a descriptive study
Computer Simulations in
Science Education
Peer collaboration
COMPUTER SIMULATIONS IN SCIENCE EDUCATION

kinds of support
How simulations may be combined with instructional support to overcome
difficulties that learners may encounter:

● direct access to domain knowledge

● support for hypothesis generation
● support for the design of experiments
● support for making predictions
● support for regulative learning processes.

 reference: Blake, C., 2007, Reconsidering simulations in science education at a distance - Features of effective use
 Heuristics are rules of thumb that can help to reach a certain goal in a
complex problem-solving situation, for example:

● simplify problem
● identify hypothesis
● slightly modify hypothesis
● set expectations
● vary one thing at a time (V OTA T)
● simple values

 reference: Veermans, K., 2006, Use of heuristics to facilitate scientific discovery learning in a simulation learning environment in a
physics domain
Game vs. Simulation
 The motivation of games could be combined with
curricular contents into what Prensky (2003) calls ‘Digital G ame-Based
L earning’ (DG BL ). G ames that encompass education objectives and
subject matter are believed to hold the potential to render learning of
academic subjects…
● more learner-centered
● easier
● more enjoyable
● more interesting
● and thus, more effective.

 reference: Papastergiou, M., 2009, Digital Game-Based Learning in high school Computer Science education - Impact on
educational effectiveness and student motivation
level of engagement
  A ccording to Hansen,
students retain…

 reference: Bravo, C., 2006, Modeling and simulation in inquiry learning - Checking solutions and giving intelligent advice
 Things to ponder…

Simulations put teachers in a different role.

Many simulators cost money.

Simulations take time.

Must have a class lab.