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Simulations
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Simulations can be powerful tools in the educational setting and have be in use in the classroom environment for numerous years. I first became aware of Interact units, utilizing simulations for learning, in the early 1970s through my daughters exposure to the activities in school. At one time, these simulation activities were used primarily as enrichment to the regular curriculum and were funded through categorical GATE monies in my school district. They have evolved into treasured activities used by teachers of all grade levels to motivate students in the process of learning. It is now standard practice at my school site that at the beginning of each school year, teachers are given the opportunity to order any Interact units (within reason) that support grade level curriculum.
Literature Review
Models of Teaching, Joyce & Weil, Chapter 21
Simulations allow participants to experience and explore realistic situations within a safe environment. In the educational setting, simulation activities provide opportunities for students to develop concepts and skills of a particular subject and experience consequences from their actions and decisions.
Simulations are a product derived from the field of Cybernetic Psychology based on the concept that the learner uses a feedback control system to self regulate and modify behavior. In Cybernetic terms, instructional design should create an environment that allows for optimal feedback for the learner. Learning activities based on simulation place teachers in the role of facilitator, providing necessary background information, maintaining participants focus on the learning experience, and allowing appropriate time for discussion and closure.
Resources
The Following resources can be found at:
http://caret.iste.org/
1. Vahey, P. Enyedy,N. & Gifford,B. (2000). Learning Probability Through the Use of a Collaborative, Inquiry-Based Simulation Model
This research paper is based on the authors proposal that the learning experience can be optomized when the instructional approach provides for student-controlled interactive simulations, dynamic representations, and contextualized learning activities. The use of technology-mediated inquiry, such as computer software tools in helping students to predict, collect data and draw conclusions in the field of science is explored. Both Qualitative and quantitative data is thoroughly presented and reviewed.
2. Heart, A. Barden-Gabbei, L. (2002). Student Learning Practices When Using Computer Simulation Software Embedded With Scaffolds
Research conducted with participants using specifically directed scaffolding within computer-based simulation software. In this study the simulation software design is the basis for the actual research on effects of appropriate scaffolding to increase learning.
Personal Reflection
Simulations are an oustanding way to present information to students. Students become fully engaged in the learning experience their enthusiasm, interest and ownership of the activity provide the opportunity for optimum retention.
I recently took my GATE students to to the Space Center at the Discovery Museum where they participated in a simulated Mission to Mars. Prior to the activity, students had applied for and been assigned specific positions for the shuttle and space stations. They earnestly studied the skills needed for their positions, and , on the day of the mission, for a few hours, they WERE astronauts!
At the end of each year, I meet with my GATE students to review and evaluate the units they studied and provide input on units to keep for the future. Which units continue to be favorites year after year? The units which include simulations, of course.
Resources: http://www.learnativity.com/simulations.html |
