Science simulation: Difference between revisions
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== PHET Interactive Simulations == | == PHET Interactive Simulations == | ||
{{quotation|Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.}} [https://phet.colorado.edu/ INTERACTIVE SIMULATIONS | {{quotation|Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.}} [https://phet.colorado.edu/<nowiki> INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH] (retr. April 24, 2019).</nowiki> | ||
FOR SCIENCE AND MATH] (retr. April 24, 2019). | |||
The PhET project is anchored in [[constructivism|constructivist]] and [[socio-constructivism|socio-constructivist]] learning theory. | The PhET project is anchored in [[constructivism|constructivist]] and [[socio-constructivism|socio-constructivist]] learning theory. Sims are designed to {{Quotation|encourage and support the active process of constructing knowledge, an interactive exchange between the student(s) and the content, rather than transmitting knowledge.}} | ||
== Guiding == | == Guiding == | ||
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As also discussed in the [[guided discovery]] community, giving a "pure" simulation to a student is not very effective, i.e. both researchers and practitioners agree that learners need some explicit or implicit guidance and scaffolding. The question is how and how much. | As also discussed in the [[guided discovery]] community, giving a "pure" simulation to a student is not very effective, i.e. both researchers and practitioners agree that learners need some explicit or implicit guidance and scaffolding. The question is how and how much. | ||
Perkins et al. (2012) <ref> Perkins, K. K., Podolefsky, N. S., Lancaster, K., & Moore, E. B. (2012). Creating Effective Interactive Tools for Learning: Insights from the PhET Interactive Simulations Project. EdMedia + Innovate Learning, 2012(1), 436–441. Retrieved from https://www.learntechlib.org/p/40781/</ref> highlight the overarching importance and use of implicit scaffolding within sims. {{quotation|Explicit scaffolding or guidance is ubiquitous in education. Within science instruction, an environment | Perkins et al. (2012) <ref>Perkins, K. K., Podolefsky, N. S., Lancaster, K., & Moore, E. B. (2012). Creating Effective Interactive Tools for Learning: Insights from the PhET Interactive Simulations Project. EdMedia + Innovate Learning, 2012(1), 436–441. Retrieved from https://www.learntechlib.org/p/40781/</ref> highlight the overarching importance and use of implicit scaffolding within sims. {{quotation|Explicit scaffolding or guidance is ubiquitous in education. Within science instruction, an environment | ||
with significant explicit guidance can result in students merely following directions as opposed to engaging in sense- | with significant explicit guidance can result in students merely following directions as opposed to engaging in sense- | ||
making and productive inquiry. Implicit scaffolding aims to retain a student’s sense of autonomy while creating an | making and productive inquiry. Implicit scaffolding aims to retain a student’s sense of autonomy while creating an | ||
environment in which multiple, natural, investigative pathways and questions lead toward the desired knowledge | environment in which multiple, natural, investigative pathways and questions lead toward the desired knowledge | ||
acquisition. In short, implicit scaffolding guides without students feeling guided.}} | acquisition. In short, implicit scaffolding guides without students feeling guided.}} | ||
<references /> | |||
Revision as of 11:27, 24 April 2019
Introduction
Science simulations are computer simulations that focus on science areas, in particular: physics, biology, chemistry, and earth science.
See also:
PHET Interactive Simulations
“Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.” [https://phet.colorado.edu/ INTERACTIVE SIMULATIONS FOR SCIENCE AND MATH] (retr. April 24, 2019).
The PhET project is anchored in constructivist and socio-constructivist learning theory. Sims are designed to “encourage and support the active process of constructing knowledge, an interactive exchange between the student(s) and the content, rather than transmitting knowledge.”
Guiding
As also discussed in the guided discovery community, giving a "pure" simulation to a student is not very effective, i.e. both researchers and practitioners agree that learners need some explicit or implicit guidance and scaffolding. The question is how and how much.
Perkins et al. (2012) [1] highlight the overarching importance and use of implicit scaffolding within sims. “Explicit scaffolding or guidance is ubiquitous in education. Within science instruction, an environment with significant explicit guidance can result in students merely following directions as opposed to engaging in sense- making and productive inquiry. Implicit scaffolding aims to retain a student’s sense of autonomy while creating an environment in which multiple, natural, investigative pathways and questions lead toward the desired knowledge acquisition. In short, implicit scaffolding guides without students feeling guided.”
- ↑ Perkins, K. K., Podolefsky, N. S., Lancaster, K., & Moore, E. B. (2012). Creating Effective Interactive Tools for Learning: Insights from the PhET Interactive Simulations Project. EdMedia + Innovate Learning, 2012(1), 436–441. Retrieved from https://www.learntechlib.org/p/40781/