New Pedagogies on Teaching Science with Computer Simulations |
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| Authors: | Samia Khan |
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| Institution: | (1) University of British Columbia, 2125 Neville Scarfe Building, Vancouver, V6T 1Z4, Canada |
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| Abstract: | 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. |
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