Bringing Real-World learning to the Classroom: Simulations

Screen Shot of Projectile Motion
As I spent years in Physics laboratory, I remember it was fun working hand-ons, doing different laboratory exercises. However, sometimes the fun part used to be destroyed by the instrumental errors. It would take days sometimes to mend the equipment, and we had to start all over again. The other problems usually encountered with the real laboratory settings are; large amount of time needed to schedule and run experiments and there is a constant need to replace or upgrade the equipments.  Though I still believe that hand on activities are integral to the scientific process of enquiry but their effect is enhanced if we integrate simulations and animations into them.

 It has been acknowledged long that by integrating computer-based activities with the real laboratory settings, students are actively engaged in learning. In the paper, Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? Finkelstein et al, 2004, examined the effects of substituting computer simulations in place of real laboratory equipment in an introductory Physics course. They found that the students who used the simulated equipment outperformed their counterparts both on the conceptual survey, and, in the coordinated tasks of assembling a real circuit or describing how it worked.

 Additionally, we know that the real-world learning situated in real-world contexts always has more positive impacts on learner motivation. So it makes it worthwhile to incorporate educational simulations in the classrooms very often.  Due to their interactive nature, simulations help to increase conceptual understanding and promote scientific literacy. They also motivate the learner to engage in problem solving, involve in hypothesis testing, and development of mental models (Min, 2001). Computer simulations also allow students to experience phenomena, which could be dangerous, expensive or even impossible to observe in the real world and those that are difficult to visualize.

If we take the issue of accessibility and the role of assistive technology for special need students, some of the studies also confirm their positive role in making scientific processes more understandable. In one such study by Woodward et al, where the learning graphs of students with and without learning disabilities were examined; they found that students with learning disabilities in the simulation group outperformed their peers without learning disabilities. In another similar study (Willing, 1988), analysis of the results shows that even less able readers seemed at reading with ease when they used interactive historical text simulating historical events. I think these studies provide very compelling reasons to adapt computer simulations for the special needs students also, so that they can be main streamed in the science classrooms.  

 To sum it all, simulations can be a good resource to be used for all range of students. Though on the flip side, there are some limitations, such as simulations do not address the goals of hands-on labs and do not help to develop specific skills relating to the functioning of equipment.  However, considering the fact that simulations and animations allow for the study of things not easily possible with traditional equipment, like fast processes can be slowed down, very large and very small scales can be observed, environment can be fully controlled and all the parameters can be adjusted. List can go on as teacher can improvise many activities depending upon the context. Definitely the advantages weigh far more than the drawbacks. Hence, by effectively integrating this technology in the class activities, lectures, conjunction with laboratory and also in homework, we can have optimal results. 

Few Useful Links:
The following link at The Sourcebook for Teaching Science – Strategies, Activities, and Instructional Resources, website provides numerous examples of best simulation sties and animation directories.
http://www.csun.edu/science/software/simulations/simulations.html
http://webphysics.davidson.edu/Applets/Applets.html
http://users.hal-pc.org/~clement/Simulations/Physlets/TST/TST_Motion_Simulations.html

 References
Finkelstein, N., Perkins, K., Adams, W., Kohl, P., & Podolefsky, N., (2004). Can computer simulations replace real equipment in undergraduate laboratories?. PERC Proceedings
Willing, K. (1988). Computer simulations:   activating content reading. Journal of Reading, 31 (5), 400-409.
Woodward, J., Carnine, D., & Gersten, R. (1988). Teaching problem solving through computer simulations. American Educational Research Journal, 25 (1), 72-86.




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