Using Computer Simulations to Enhance Science Learning

I think that using computer simulations to enhance learning in the classroom is a great idea! There are so many abstract concepts in the subject of Physics that students may sometimes become overwhelmed by all the critical abstract thinking that is necessary.

Computer simulations can bridge the gap between complex concepts and even more complex mathematical analysis of such concepts. Many of the simulations offered for Physics not only include a visual representation of the phenomena being explored but also a real-time graphical or quantitative measurement of what is going on in the representation (like Phet).

These kinds of simulations not only help solidify concepts and make students critical hypothetical thinkers, but they also help students make connections and understandings regarding mathematical calculations.

Computer Based Learning Activities: Use at Own Risk

Computer based learning can be great for teaching students about relationships between different variables, giving them both a real-world perspective on the content while also giving them detailed data set they can manipulate.

However, misuse of the technology could  be easy. Bell, Gess-Newsome, and Luft wrote, "probware should not be used merely to reduce the pressure to use more technology in your teaching" (2008, pg. 35). When given new technology to use, there are two ways a teacher can begin using it. 1. He could study the manuals, read up on websites describing how to use the technology, and test it all out before giving it to students, then modify any relevent lessons he finds, and 2. He could feel overwhelmed and unsure of how to properly use the technology and end up doing pre-made lessons straight out of the lab books just to use more technology.

Obviously, the former is preferred over the latter. The educated teacher using CBL activities would also make sure to use them only when educationally relevant and useful.

Bell, Gess-Newsome, and Luft also state their "Guidelines for  Best Practice," including the following (2008, pg. 35-36):

• Use the tool when it will give you the best data
• Use probware when finding a mathematical relationship among measured variables is desired
• Use probeware when short data collection time is an issue, and incorporate digital video when a view of the event with the data is essential for understanding of the phenomena

These are some very useful guidelines to help make sure you always use technology responsibly.


Reference:

Bell, R.L, Gess-Newsom, J., and Luft, J. (Eds.) (2008). Technology in the secondary science classroom. Arlington, VA: NSTA Press.

Technology Skills: Either you've got them, or you don't

I've seen many teachers use overhead projectors with transparencies to give notes. This system may not be the newest technology to hit the classrooms, but it's an old favorite for some.

At the school I first attended after home schooling. Porum Junior High/High School, in Oklahoma, a lot of the teachers used overhead notes. Most of them were okay at it, but some were just pathetic. My 8th grade Reading teacher, let's call her Mrs. Wrong, was particularly bad at this note-giving method. She kept her transparencies for years, but didn't take great care of them. A lot of the information was outdated. Her handwriting was so hard to read; she was a 60 year old woman who wrote strictly in cursive. And she used them everyday.

I had another teacher that used transparencies and an overhead, but he knew what he was doing. This teacher was from here in Wichita. He always wrote fresh notes every year. He took care of them. His handwriting was legible. And best of all: he used them about 25% of the time, instead of everyday.