Bodzin, A., & Cirucci, L. (2009, March 1). A Land-Use-Planning Simulation Using Google Earth. Science Scope, 32(7), 30-38. (ERIC Document Reproduction Service No. EJ831458) Retrieved July 2, 2009, from ERIC database.
The authors describe an activity for a middle school science class which asks students to use real-world data to recommend a site for a new shopping center that would have minimal ecological impact. Principles of smart growth are interwoven throughout the exercise, which culminates in a simulated planning commission meeting. The computer simulation aspects are minimal and Google Earth is used primarily for gathering real-world data rather than testing hypotheses. The computer piece was, however, central to modeling both the problem posed and the possible solutions.
Canada, D. (2008, November 1). The Known Mix: A Taste of Variation. Mathematics Teacher, 102(4), 286-291. (ERIC Document Reproduction Service No. EJ819057) Retrieved July 2, 2009, from ERIC database.
The author used a combination of a traditional hands-on simulation and a computer simulation to lead preservice math teachers in an exercise exploring variation. First they did predicted what would happen and had a discussion of their reasons for their predictions, then they did a few rounds of pulling chips out of jars (with a known mix of colored chips) and graphing their results by hand. During another discussion, they made more predictions on what would happen given more rounds and then went to a computer simulation that was able to show them what would happen if they repeated the exercise 30, 100, or 180 times. It strikes me that this combination of hands-on and computer simulation would be great for younger learners who may not clearly understand what real-world actions the computer might be simulating.
Dunleavy, M., Dede, C., & Mitchell, R. (2009, February 1). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7-22. (ERIC Document Reproduction Service No. EJ829255) Retrieved July 2, 2009, from ERIC database.
This article describes the use of an AR simulation called Alien Contact! with middle school students. Students travel around their school grounds in teams, with each team member gathering individualized information to help the team as the simulation progresses. The activity was designed to promote math and English skills. Most positive student outcomes were related to the novelty of the simulation and the kinesthetic movement, as well as collaboration with classmates. Technological hurdles were persistent and teachers reported that without researcher help the activity would have been unmanagable.
Fortner, R., & Jenkins, D. (2009, March 1). Simulated Sampling of Estuary Plankton. Science Activities: Classroom Projects and Curriculum Ideas, 46(1), 26-32. (ERIC Document Reproduction Service No. EJ827700) Retrieved July 2, 2009, from ERIC database.
This article isn't about computer simulation at all, but rather a reprint of a pen and paper classroom simulation originally published in 1983. What struck me on reading it is how much easier it would be to use the same types of data in a computer simulation, and how much greater the affordances would be for posing questions of the data rather than simply doing the activities suggested to fill out a worksheet.
Foti, S., & Ring, G. (2008, January 1). Using a Simulation-Based Learning Environment to Enhance Learning and Instruction in a Middle School Science Classroom. Journal of Computers in Mathematics and Science Teaching, 27(1), 103-120. (ERIC Document Reproduction Service No. EJ780484) Retrieved July 2, 2009, from ERIC database.
Researchers conducted a small study with two Indiana middle school science classes using a product called PSI Sim modules which offer simulated science experiments on topics like electricity and chemical mixtures. A focus of the article was the use of simulations in a learner-centered environment. One interesting finding was that students were not engaged in the video modules explaining the methodology of the experiments and wanted to jump right into the simulations, which reduced how much of a conceptual framework they had and likely caused them to learn less from the simulations. The PSI Sim modules were a redesign of a previous product, modified to fit into 50-minute class blocks.
Gehlbach, H., Brown, S., Ioannou, A., Boyer, M., Hudson, N., Niv-Solomon, A., et al. (2008, October 1). Increasing Interest in Social Studies: Social Perspective Taking and Self-Efficacy in Stimulating Simulations. Contemporary Educational Psychology, 33(4), 894-914. (ERIC Document Reproduction Service No. EJ813142) Retrieved July 2, 2009, from ERIC database.
In a simulation of international conflict resolution, middle school students around the country were assigned to different countries (by class) and different issue groups from the perspective of their adopted country. The computer-based portion of the simulation was limited to online communication with peers from other "countries" to achieve consensus and work on proposals for action. This study examined several hypotheses relating to student motivation and interest and found that this simulation most likely increased motivation because of its level of challenge and because of the affordances for social perspective taking (SPT), an emerging and powerful skill for adolescents. An effective computer-based simulation might incorporate the opportunity for social perspective taking.
Lee, H. (2007, November 1). Instructional Design of Web-Based Simulations for Learners with Different Levels of Spatial Ability. Instructional Science: An International Journal of the Learning Sciences, 35(6), 467-479. (ERIC Document Reproduction Service No. EJ786782) Retrieved July 2, 2009, from ERIC database.
Korean students were presented with computer-based science simulations. The variable was the degree of visual information in the simulation. Researchers found that students with high spatial ability (as measured by an identical pictures test and a card rotation test used in previous similar studies) scored similarly with or without the visual information. But students with low spatial ability benefited significantly from having visual information readily available, lowering cognitive demand of remembering and linking learned information.
Simpson, E., & Clem, F. (2008, March 1). Video Games in the Middle School Classroom. Middle School Journal, 39(4), 4-11. (ERIC Document Reproduction Service No. EJ788303) Retrieved July 2, 2009, from ERIC database.
Describing a three-week unit in a middle school computer class which used a restaurant management simulation game to teach state standards for vocational education, the authors describe traits of "digital natives" (such as increased reliance on just-in-time information, preferred use of visual information, and comfort with failing and retrying) and suggest best practices for integrating games into the classroom. This was an effective, persistent use of a simulation activity that was well integrated into the goals of the course and was structured to include plenty of collaboration and authentic assessment opportunities.
Stern, L., Barnea, N., & Shauli, S. (2008, August 1). The Effect of a Computerized Simulation on Middle School Students' Understanding of the Kinetic Molecular Theory. Journal of Science Education and Technology, 17(4), 305-315. (ERIC Document Reproduction Service No. EJ810393) Retrieved July 2, 2009, from ERIC database.
133 Israeli 7th graders were divided into control and experimental groups as they learned about the kinetic molecular theory. The experimental group received lessons that included a computerized simulation of molecular movement. They scored significantly better than the control group on post-tests of understanding, though neither group scored wonderfully. The authors discuss the limitations of the curriculum and point out the need to explicitly discuss the limitations of any simulation with students so as not to develop incorrect generalizations.
Villano, M. (2008, February). When Worlds COLLIDE. T H E Journal, 35(2), 32-38. Retrieved June 29, 2009, from Business Source Complete database.
Augmented reality (AR) is the use of invented storylines and information superimposed on the real world. In some of the simulations mentioned in the article, middle school students use handheld GPS units to travel around their campus finding information about alien invaders. When they reach different locations, their devices show them pre-programmed video, audio, or text files to help them solve the mystery of where the invaders came from. Names to watch in the AR field - Matt Dunleavy at Radford, Handheld Augmented Reality Project from MIT and University of Wisconsin-Madison. Article includes blurbs about a few AR games in different content areas.
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