Catherine's Blog for ECI 511

Okay, this will show my age, but the one simulation software that I was familiar with before this class was The Oregon Trail. The only thing I really knew about it was the fact that everyone in my party always died before reaching Oregon. Needless to say, I was a little wary about the simulation software as we began reading about it. Now, however, I can't wait to apply this in classrooms.

So, what's so great about simulations. For starters, they are a great way to bring outside realistic, practical problems into the classroom. Second, the self-regulated learners can do well independently. Third, they can be used before or after instruction, depending on the group, teacher, and purpose. (Dwyer, 2001) Finally, they would be very useful in looking at improving higher order skills necessary for the EOG.

As a teacher, the way I would like to implement simulations in my class would be to help those higher level students, those labeled AIG (Academically Gifted), move onto more advanced concepts independently of the rest of the group. Too many times, these kids sit idle while other students play catch up on the knowledge level. In this case, the students must acquire knowledge before they can apply it to problem solutions. They must also have developed organizational skills or they will not benefit. These simulations would allow for these students to work alone or with a group on a single computer if need be.

In my classroom, the simulations would add a much needed component to my annual problem-solution research paper. Students are already required to research environmental problems and devise a solution. This activity falls in line with NC Competency Goal #3 in which learners are asked to refine the understanding and use of argument. In the past, students have had issues with understanding why global warming, over-population of species, or overuse of resources are problems. With a simulation, they could see precisely what would happen if these problems are not addressed.

One in particular that was mentioned in class was the Explorelearning.com gizmos. On ExploreLearning.com, there are a variety of situations that really show students what could happen in given scenarios. I looked at several, but the most impressive for me were the science gizmos. Admittedly, I am not a science teacher, but I knew enough of the concepts to work through the exploration guides. Take the one on photosynthesis. Just being able to manipulate the gizmo helped me to understand and remember about how light increases so does the production of oxygen. While I couldn't tell you why the production of oxygen increases as the light increases in photosynthesis, it makes me want to know why.

That is the whole point of simulations-the why factor. Students, especially the high achieving students, usually want to know why something happens. These simulations remind me a more realistic Magic School Bus. Remember the show where Mrs. Frizzle took her science students on out-of-this-world field trips where they explored the human body as germs, water erosion as rocks, and rain as, well, rain? While Mrs. Frizzle was obviously a fictional character, with simulations, the field trips can now be within reach. How cool is that?!

The trick with simulations is that even though they can be used to apply newly learned concepts into different contexts, you still need the teaching. (Dwyer, 2001) Studies show that inadequate teaching methods can hinder the simulation. This goes right along with what Draper found in her study of CRS units. (Draper, 2004) Pedagogy should come first, then technology. Students need to be taught the subject matter that they are trying to use in a problem-solution simulation.

This is where close collaboration with the science and/or knowledge of the science curriculum for eighth grade would come into play. Even if students have learned the concepts, it might have been earlier in the year.  Everyone needs a refresher course.  Also, with the advent of yet another standardized test, this could be a way of having students review concepts that they will need for the end-of-grade science test.  It would be a win-win situation for both of us.  My students would practice reading informational text.

I can foresee a center in my classroom where students would go for a week to review the simulations for their paper. The beauty of Explorelearning.com is that there are enough varied simulations that students can still have a choice on their topics. My research requirements in the past have been for students to use a variety of print sources. Now, I am going to add the requirement of a simulation. This way, I know students have used data to arrive at their solution.

References

Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.

Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.

Dwyer, W. M., & Lopez, V. E. (2001). Simulations in the learning cycle: A case study involving 'Exploring the Nardoo.' Proceedings of the 2001 National Educational Computing Conference (NECC), Chicago, IL.