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1.
In a series of three experimental studies, the effectiveness of three-dimensional computer simulations to aid the understanding
of chemical structures and their properties was investigated. Arguments for the usefulness of three-dimensional simulations
were derived from Mayer’s generative theory of multimedia learning. Simulations might lead to a decrease in cognitive load
and thus support active learning. In our studies, the learning effectiveness of three-dimensional simulations was compared
to two-dimensional illustrations by use of different versions of a computer programme concerning the modifications of carbon.
The first and third study with freshman students of chemistry and biochemistry show that no more knowledge was acquired when
participants learnt with three-dimensional simulations than with two-dimensional figures. In the second study with 16-year
old secondary school students, use of simulations facilitated the acquisition of conceptual knowledge. It was concluded that
three-dimensional simulations are more effective for younger students who lack the experience of learning with different visual
representation formats in chemistry. In all three studies, a significant relationship between spatial ability and conceptual
knowledge about the modifications of carbon was detected. 相似文献
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J. Thomas Butler 《TechTrends》1988,33(4):20-23
Summary Active participation is the foundation of learning through the media of games and simulations. The actual doing by the students
is the important element. Games and simulations, if properly designed and applied, can meet a variety of classroom objectives.
A vast array of educational games and simulations has been designed and many are available commercially. However, a skilled
and innovative instructor can apply certain guidelines to custom design activities for the individual classroom. Involving
students in the design and modification of games and simulations is recommended. 相似文献
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The Impact of Learner’s Prior Knowledge on Their Use of Chemistry Computer Simulations: A Case Study 总被引：2，自引：2，他引：0
Han-Chin Liu Thomas Andre Thomas Greenbowe 《Journal of Science Education and Technology》2008,17(5):466-482
It is complicated to design a computer simulation that adapts to students with different characteristics. This study documented
cases that show how college students’ prior chemistry knowledge level affected their interaction with peers and their approach
to solving problems with the use of computer simulations that were designed to learn electrochemistry. Students with different
prior knowledge levels were found to use different approaches to solving problems with the use of computer simulations. In
particular, the cases showed that students with a high level of prior knowledge tended to use the equations and formulas to
accomplish the learning tasks and then use the computer simulations to confirm their predictions. Students with a low level
of prior chemistry knowledge used the computer simulations as the main resources to accomplish their tasks. Considerations
of individual differences and the integration of learning materials were suggested for further research on instructional use
of computer simulations. 相似文献
5.
Joseph Snir Carol Smith Lorraine Grosslight 《Journal of Science Education and Technology》1993,2(2):373-388
In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change. 相似文献
6.
Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of students and the development of scientific capabilities. However, various epistemological aspects that relate to simulations have received little attention. Although the absence of this discussion is due to various factors, among which the relatively recent interest in the analysis of longstanding epistemological questions concerning the use of simulations, the inclusion of this discussion on the research agenda in science education appears relevant, if we wish to educate scientifically literate students in a vision of the nature of science closer to the work conducted by researchers today. In this paper we review some contemporary thoughts emerging from philosophy of science about simulations in science and set out questions that we consider of relevance for discussion in science education, in particular related with model-based learning and experimental work. 相似文献
7.
Lara Kathleen Smetana Randy L. Bell 《International Journal of Science Education》2013,35(9):1337-1370
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention. 相似文献
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Eileen Scanlon 《Learning and Instruction》2000,10(6):463-481
This paper presents an overview of several research projects involving groups working with science simulations, in particular with relation to gender effects on science learning. The groups of learners discussed include: pairs of adults working together on computer simulations at a distance, or side by side, pairs of 15 year-olds working with computer simulations, and larger groups of younger children working co-operatively on combinations of computer simulations and real science experiments. While collaboration may be in many respects a good thing, there is a growing realisation amongst science educators that particular features of the learning experience are altered by the gender composition of the groups. These features range from the way in which conflict is expressed or the task perceived, to differences in the way that dialogue is used. These findings need to be considered together with evidence concerning the barriers which girls experience while learning science. This work is reviewed, together with some research projects involving students working collaboratively with computers on science topics. Gender differences in the most productive way of forming groups to work at the computer on science simulations are considered. 相似文献
12.
Think aloud interview protocols from three high school post-physics students who interacted with a relative motion computer simulation presented in a predict-observe-explain format are analysed. Evidence is presented for: qualitative and quantitative difficulties with apparently simple one-dimensional relative motion problems; students' spontaneous visualization of relative motion problems; the visualizations facilitating solution of these problems; and students' memory of the on-line simulation used as a framework for visualization of post-test problems solved off-line. Instances of successful and unsuccessful mapping of remembered simulation features onto target problems are presented. Evidence from hand motions and other indicators suggesting that the subjects were using dynamic imagery in mental simulations during the treatment and post-test is presented. On the basis of these observations, it is hypothesized that for successful students, dissonance between their incorrect predictions and simulations displayed by the computer initiated the construction of new ways of thinking about relative motion, and that the memory of certain simulations acted as an analogue 'framework for visualization' of target problems solved off-line after the intervention. In such cases we find that interaction with a computer simulation on-line can facilitate a student's appropriate mental simulations off-line in related target problems. Implications for design and use of educational computer simulations are discussed. 相似文献
13.
Nico Rutten Jan T. van der Veen Wouter R. van Joolingen 《International Journal of Science Education》2013,35(8):1225-1245
In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was interviewed afterwards. These three data sources captured implementation by the teacher, and the learning goals and attitudes of students and their teachers regarding teaching with computer simulations. For each teacher, we calculated an Inquiry-Cycle-Score (ICS) based on the occurrence and order of the inquiry activities of predicting, observing and explaining during teaching, and a Student-Response-Rate (SRR) reflecting the level of active student participation. Statistical analyses revealed positive correlations between the inquiry-based character of the teaching approach and students’ attitudes regarding its contribution to their motivation and insight, a negative correlation between the SRR and the ICS, and a positive correlation between teachers’ attitudes about inquiry-based teaching with computer simulations and learning goal congruence between the teacher and his/her students. This means that active student participation is likely to be lower when the instruction more closely resembles the inquiry cycle, and that teachers with a positive attitude about inquiry-based teaching with computer simulations realize the importance of learning goal congruence. 相似文献
14.
杨非 《读与写:教育教学刊》2008,5(5):8-9
Cross-cultural communication competence is very important for the students who study English as a second language. In order to teach effectively.the teachers may try to teach with cross-cultural simulations.The au- thor Of the article uses 5 simulations in the course of New Horizon College English.Although the sample size in this research is small,the author shows the ideas that cross-cultural awareness is related to communication competence and teaching with cross-cultural simulations helps understanding. 相似文献
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Jan L. Plass Catherine Milne Bruce D. Homer Ruth N. Schwartz Elizabeth O. Hayward Trace Jordan Jay Verkuilen Florrie Ng Yan Wang Juan Barrientos 《科学教学研究杂志》2012,49(3):394-419
Are well‐designed computer simulations an effective tool to support student understanding of complex concepts in chemistry when integrated into high school science classrooms? We investigated scaling up the use of a sequence of simulations of kinetic molecular theory and associated topics of diffusion, gas laws, and phase change, which we designed and experimentally tested. In the two effectiveness studies reported, one in a rural and the other in an urban context, chemistry teachers implemented two alternate versions of a curricular unit—an experimental version, incorporating simulations, and a control version, using text‐based materials covering the same content. Participants were 718 high school students (357 rural and 361 urban), in a total of 25 classrooms. The implementation of the simulations was explored using criteria associated with fidelity of implementation (FOI). Each context provided insights into the role of FOI in affecting the effectiveness of the interventions when working with groups of teachers. Results supported the effectiveness of this sequence of simulations as a teaching tool in a classroom context, and confirmed the importance of FOI factors such as adherence and exposure in determining the specific environments in which these materials were most effective. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 394–419, 2012 相似文献
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Norrie S. Edward 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):51-63
The author is currently developing computer based simulations of practical laboratory experiments in engineering. He takes the view that the aim of computer based simulations is to provide a learning experience as close to that of the lab as possible. This requires that the learning outcomes and methodology of practical work be established.
The paper starts with a review of published opinions on the intended learning outcomes of practical work. The views of staff and students of the School were established by conducting an internal survey. The paper then outlines the types of simulations possible on the computer before concentrating on the development of the operational simulations being used in the present context. The approach to obtaining fidelity in operation forms the main part of the paper.
The author is currently engaged in evaluating the effectiveness of one of the packages. He discusses the approach being taken and his views on the advantages and disadvantages of simulation. It is hoped that a subsequent paper will publish the results of the evaluation. 相似文献
The paper starts with a review of published opinions on the intended learning outcomes of practical work. The views of staff and students of the School were established by conducting an internal survey. The paper then outlines the types of simulations possible on the computer before concentrating on the development of the operational simulations being used in the present context. The approach to obtaining fidelity in operation forms the main part of the paper.
The author is currently engaged in evaluating the effectiveness of one of the packages. He discusses the approach being taken and his views on the advantages and disadvantages of simulation. It is hoped that a subsequent paper will publish the results of the evaluation. 相似文献
18.
The objective of the present article is to show that connectionist simulations can be used to model some of the socio-cognitive
processes underlying the learning of the norm of internality. For our simulations, we developed a connectionist model which
we called NetNorm (based on Dual-Network formalism). This model is capable of simulating the implicit learning of this social
norm through a simple process of situation/reinforcement association. In a second simulation, we simulated a non-linear learning
in order to reproduce the triple inflexion in the internality learning curve that has been observed for children entering
high school. The results support those previously reported in the literature. Moreover, our simulations could be used to develop
new experimental predictions. 相似文献
19.
New Pedagogies on Teaching Science with Computer Simulations 总被引：1，自引：1，他引：0
Samia Khan 《Journal of Science Education and Technology》2011,20(3):215-232
Teaching science with computer simulations is a complex undertaking. This case study examines how an experienced science teacher
taught chemistry using computer simulations and the impact of his teaching on his students. Classroom observations over 3
semesters, teacher interviews, and student surveys were collected. The data was analyzed for (1) patterns in teacher-student-computer
interactions, and (2) the outcome of these interactions on student learning. Using Technological Pedagogical Content Knowledge
(TPCK) as a theoretical framework, analysis of the data indicates that computer simulations were employed in a unique instructional
cycle across 11 topics in the science curriculum and that several teacher-developed heuristics were important to guiding the
pedagogical approach. The teacher followed a pattern of “generate-evaluate-modify” (GEM) to teach chemistry, and simulation
technology (T) was integrated in every stage of GEM (or T-GEM). Analysis of the student survey suggested that engagement with
T-GEM enhanced conceptual understanding of chemistry. The author postulates the affordances of computer simulations and suggests
T-GEM and its heuristics as an effective and viable pedagogy for teaching science with technology. 相似文献
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