Simulation In Science Education Research Articles

PHET Interactive Simulations in Learning Optics towards Pre-Service Science Teachers: A Phenomenological Study

This phenomenological study explored the experiences of pre-service science teachers in using PHET interactive simulations to learn optics. It used a qualitative research approach and involved six participants enrolled in a science education program. Data were collected through observations and semi-structured interviews, and thematic analysis was used to analyze the data. The findings revealed that the participants had an enhanced understanding of optics concepts through PHET simulations and experienced high levels of engagement and interactivity. However, technical difficulties, challenges to internet connectivity, and gadget accessibility were identified. The study concluded that PHET simulations are beneficial in learning optics but need improvements in technical aspects. This implies key contributions to the existing literature on interactive simulations in science education, alignment with constructivist learning theory, and insights into cognitive load effects. In practice, the study suggests practical benefits for pre- service teachers and educators, such as fostering critical thinking skills and motivation in students. It recommends integrating PHET simulations in teaching, providing instructional support, addressing technical challenges, incorporating teacher training programs, and conducting further research to explore the effectiveness of the simulations in enhancing learning outcomes. The study cracks the PHET code in optics by highlighting its benefits and challenges and providing valuable insights for science education practice and research.

Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?

AbstractScience‐related competencies are demanded in many fields, but attracting more students to scientific educations remains a challenge. This paper uses two studies to investigate the value of using Immersive Virtual Reality (IVR) laboratory simulations in science education. In Study 1, 99 (52 male, 47 female) seventh (49) and eighth (50) grade students between 13 and 16 years of age used an IVR laboratory safety simulation with a pre‐ to posttest design. Results indicated an overall increase in interest in science and self‐efficacy, but only females reported an increase in science career aspirations. Study 2 was conducted with 131 (47 male, 84 female) second (77) and third (54) year high school students aged 17 to 20 and used an experimental design to compare the value of using an IVR simulation or a video of the simulation on the topic of DNA‐analysis. The IVR group reported significantly higher gains from pre‐ to posttest on interest, and social‐outcome expectations than the video group. Furthermore, both groups had significant gains in self‐efficacy and physical outcome expectations, but the increase in career aspirations and self‐outcome expectations did not reach statistical significance. Thus, results from the two studies suggest that appropriately developed and implemented IVR simulations can address some of the challenges currently facing science education. Practitioner NotesWhat is already known about this topic Science‐related skills are becoming increasingly important as these are in high demand, not only in traditional science occupations, but also in other fields of work and in our daily lives. Thus, it is desirable to inspire students to pursue careers within science. According to the social cognitive career theory (SCCT), students’ educational choice goals (ie, career aspirations) are shaped by their interests, self‐efficacy and outcome expectations. Students report low levels of interest in science and several studies find that positive attitudes toward science decline with age, from primary through the secondary school years. Unfavorable attitudes toward science could be attributed to science education failing to engage students at a satisfactory level. Immersive Virtual reality (IVR) is touted for its potential to offer inspiring learning experiences that increase interest and self‐efficacy. What this paper adds A systematic investigation of how IVR laboratory simulations can increase science interest and career aspirations in middle school (aged 13 to 16) and high school (aged 17 to 20) students. Evidence that IVR‐based learning experiences can significantly increase students’ interest in science topics. An indication that an IVR‐based simulation led to a significant pre‐ to posttest increase in science aspirations among 13‐ to 16‐year‐old female students. Implications for practice and/or policy IVR‐based simulations are specifically relevant when the goal of an educational intervention is to increase students’ situational interest and social‐outcome expectations in a science topic. Provided the right instructional design, IVR might help bridge the gender difference within science education in middle school (ie, students between ages of 13 and 16). Although IVR‐based simulations can increase situational interest, longitudinal interventions are needed to create lasting effects on career aspirations in science.

Methodology and Epistemology of Computer Simulations and Implications for Science Education

While computer simulations are a key element in understanding and doing science today, their nature and implications for science education have not been adequately explored in the relevant literature. In this article, (1) we provide an analysis of the methodology and epistemology of computer simulations, aiming to contribute to a sound and comprehensive account of the nature of computer simulations in science education, and (2) examine certain implications for science education, particularly in terms of contemporary educational goals relating to scientific literacy. We describe methodological elements relating to processes, techniques, and skills required for the construction and evaluation of scientific simulations, and we discuss epistemological views of their reliability and epistemic status based on the relevant philosophical views. We then examine implications of these elements for the use of simulations and especially for supporting scientific practices in the classroom and the corresponding educational goals. Concretely, we compare educational simulations with those used in scientific research and with laboratory experiments, we discuss the question of the reliability of simulations used in teaching or in public information, and we give examples of their use for supporting NOS understanding and reasoning abilities. Finally, in the context of the philosophical discourse about scientific realism, we examine implications of the epistemology of models that concern the conception of the relation between scientific claims and the real world, which constitutes a fundamental epistemological basis for teaching the nature of science.

Programming video games and simulations in science education: exploring computational thinking through code analysis

ABSTRACTVarious aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities.

Computer Modeling for Science, Technology, Engineering and Mathematics Curriculum in Kenya: A Simulation-Based Approach to Science Education

Developed countries have appreciated the importance of Science, Technology, Engineering and Mathematics (STEM) for scientific and technological development. STEM subjects have been posting low results in the Kenya Certificate of Secondary Examinations over the years and we have linked the deteriorating standards to the inappropriate teaching approaches that mainly tend to be teacher-centered and hence compromising the learner-centered approach. Due to the poor teaching methods, we ought to incorporate simulation in science education to foster good grades and this formed the basis of this research. Computation techniques have been applied in many subject areas in tertiary institutions with promising results that tend to be in agreement with experimental data. Our research is a quasi-experimental study and thus we have employed the Solomon-Four-Quasi-Experimental design that enabled us to involve a comparison between two computational groups and two control groups. The control groups served to reduce the influence of confounding variables and allowed us to test whether the pre-test had an effect on our objective. Purposive sampling technique was used to select three schools (A boy school, a girl school and a mixed sex school). Each school was expected to have a computer for simulation. The three schools were further split into four groups (single boy’s school, single girl’s school, boys from the mixed and girls from the mixed school). Each school provided the form one class and a total of 150 students participated. We taught the concept of the periodic table to all the students, the computational groups were taught using the simulations while the control groups were taught using the regular methodology. After we had taught for a period of one month, all the four groups were tested using a tool verified by Kurder-Richardson 21 Formula and the data analyzed using t-test, ANOVA and Origin 9.0. The results showed that the computation groups posted higher scores in the concept of the periodic table. This research points to the fact that there is an urgent need to re-design the teaching of Science, technology, Engineering and Mathematics fields, by incorporating computation techniques to enhance STEMs.

The learning effects of computer simulations in science education

This article reviews the (quasi)experimental research of the past decade on the learning effects of computer simulations in science education. The focus is on two questions: how use of computer simulations can enhance traditional education, and how computer simulations are best used in order to improve learning processes and outcomes. We report on studies that investigated computer simulations as a replacement of or enhancement to traditional instruction. In particular, we consider the effects of variations in how information is visualized, how instructional support is provided, and how computer simulations are embedded within the lesson scenario. The reviewed literature provides robust evidence that computer simulations can enhance traditional instruction, especially as far as laboratory activities are concerned. However, in most of this research the use of computer simulations has been approached without consideration of the possible impact of teacher support, the lesson scenario, and the computer simulation’s place within the curriculum.

Reconsidering simulations in science education at a distance: features of effective use

Abstract This paper proposes a reconsideration of use of computer simulations in science education. We discuss three studies of the use of science simulations for undergraduate distance learning students. The first one, The Driven Pendulum simulation is a computer‐based experiment on the behaviour of a pendulum. The second simulation, Evolve is concerned with natural selection in a hypothetical species of a flowering plant. The third simulation, The Double Slit Experiment deals with electron diffraction and students are provided with an experimental setup to investigate electron diffraction for double and single slit arrangements. We evaluated each simulation, with 30 students each for The Driven Pendulum and Evolve simulations and about 100 students for The Double Slit Experiment. From these evaluations we have developed a set of the features for the effective use of simulations in distance learning. The features include student support, multiple representations and tailorability.

Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science

AbstractWhile simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment WorldMaker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building.

Special Issue of Interactive Learning Environments on Modeling and Simulation in Science Education

(1994). Special Issue of Interactive Learning Environments on Modeling and Simulation in Science Education. Interactive Learning Environments: Vol. 4, No. 3, pp. 193-194.

Reviews

World Yearbook of Education 1980. Professional Development of Teachers edited by Eric Hoyle and Jacquetta Megarry Distance Teaching for Higher and Adult Education, edited by Anthony Kaye and Greville Rumble Alternatives to Class Teaching in Schools and College (Guidelines 9) by, W J K Davies Worksheets and School Learning (Occasional Working Paper No 8) by R Beavis and Colin Weatherley Games and Simulations in Science Education by H I Ellington Microcomputers: their uses in the primary schools by R Jones

Simulations in science education

Simulations in science education

Nurturing the Practical Mode in Schools

Previous articleNext article No AccessCommentNurturing the Practical Mode in SchoolsP. TamirP. Tamir Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 83, Number 3May, 1975 Article DOIhttps://doi.org/10.1086/443206 Views: 2Total views on this site Citations: 11Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1975 The University of Chicago PressPDF download Crossref reports the following articles citing this article:PINCHAS TAMIR OP‐ED, Journal of Curriculum Studies 36, no.33 (Feb 2007): 281–294.https://doi.org/10.1080/0022027032000058153Pinchas Tamir, Yael Friedler Research associated with the Israel high school biology program (IHBP), Studies in Educational Evaluation 20, no.33 (Jan 1994): 321–336.https://doi.org/10.1016/0191-491X(94)90019-1AMOS DREYFUS Selecting Appropriate Strategies for Laboratory Teaching: a Problem in Teacher Training, European Journal of Teacher Education 16, no.33 (Aug 2006): 257–270.https://doi.org/10.1080/0261976930160307Pinchas Tamir, Rodney L. Doran, Yeoh Oon Chye Practical skills testing in science, Studies in Educational Evaluation 18, no.33 (Jan 1992): 263–275.https://doi.org/10.1016/0191-491X(92)90001-TPinchas Tamir Training Teachers to Teach Effectively in the Laboratory, Science Education 73, no.11 (Jan 1989): 59–69.https://doi.org/10.1002/sce.3730730106Pinchas Tamir Science Practical Process Skills of Ninth Grade Students in Israel, Research in Science & Technological Education 6, no.22 (Jan 1988): 117–131.https://doi.org/10.1080/0263514880060203Byung-Soon Choi, Eugene Gennaro The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept, Journal of Research in Science Teaching 24, no.66 (Sep 1987): 539–552.https://doi.org/10.1002/tea.3660240604Yeoh Oon Chye, Tan Yap Kwang A Cross-Sectional Perspective on Science Performance in Singapore, Singapore Journal of Education 8, no.11 (Jan 1987): 23–54.https://doi.org/10.1080/02188798708547613Yael Friedler, Pinchas Tamir Teaching basic concepts of scientific research to high school students, Journal of Biological Education 20, no.44 (Dec 1986): 263–269.https://doi.org/10.1080/00219266.1986.9654837Amos Dreyfus Manipulating and diversifying the levels of difficulty and task‐sophistication of one and the same laboratory exercise, European Journal of Science Education 8, no.11 (Jan 1986): 17–25.https://doi.org/10.1080/0140528860080103Vincent N. Lunetta, Avi Hofstein Simulations in science education, Science Education 65, no.33 (Jul 1981): 243–252.https://doi.org/10.1002/sce.3730650302

Simulation in Science Education

There are many educational situations where the student learns by using a model and we are beginning to explore the benefits of using an interactive computer to give a greater understanding of the relationship between the model and the real situation, and also of the real situation. This article gives a broad introduction to applications in the field of sixth‐form science.

What Is Worth Knowing and What Can Be Taught

Previous articleNext article No AccessWhat Is Worth Knowing and What Can Be TaughtDavid R. OlsonDavid R. Olson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 82, Number 1Nov., 1973 Article DOIhttps://doi.org/10.1086/443113 Views: 14Total views on this site Citations: 15Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1973 The University of ChicagoPDF download Crossref reports the following articles citing this article:William F. McComas Seeking historical examples to illustrate key aspects of the nature of science, Science & Education 17, no.2-32-3 (Feb 2007): 249–263.https://doi.org/10.1007/s11191-007-9081-yH.L. Johnson, B.L. Trout, C.J. Brekke, L.O. Luedecke Hands-on, Demonstration, and Videotape Laboratories for Non-Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency, Journal of Food Science Education 3, no.11 (May 2006): 2–7.https://doi.org/10.1111/j.1541-4329.2004.tb00033.xPinchas Tamir Science Assessment, (Jan 1996): 93–129.https://doi.org/10.1007/978-94-011-0657-3_4Isabel Alarcão, António Moreira Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?, Journal of Education for Teaching 19, no.11 (Jan 2011): 31–40.https://doi.org/10.1080/0260747930190104Isabel Alarcão, António Moreira Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?, Journal of Education for Teaching 19, no.44 (Aug 2006): 183–191.https://doi.org/10.1080/0260747930190416William Ives Evaluating new multimedia technologies for self-paced instruction, Evaluation and Program Planning 15, no.33 (Jul 1992): 287–296.https://doi.org/10.1016/0149-7189(92)90093-APinchas Tamir, Rodney L. Doran, Yeoh Oon Chye Practical skills testing in science, Studies in Educational Evaluation 18, no.33 (Jan 1992): 263–275.https://doi.org/10.1016/0191-491X(92)90001-TKenneth Tobin Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning, School Science and Mathematics 90, no.55 (Mar 2010): 403–418.https://doi.org/10.1111/j.1949-8594.1990.tb17229.xPinchas Tamir Subject matter and related pedagogical knowledge in teacher education, Teaching and Teacher Education 4, no.22 (Jan 1988): 99–110.https://doi.org/10.1016/0742-051X(88)90011-XByung-Soon Choi, Eugene Gennaro The effectiveness of using computer simulated experiments on junior high students' understanding of the volume displacement concept, Journal of Research in Science Teaching 24, no.66 (Sep 1987): 539–552.https://doi.org/10.1002/tea.3660240604T. G.K. Bryce, I. J. Robertson What can they do? A review of practical assessment in Science, Studies in Science Education 12, no.11 (Mar 2008): 1–24.https://doi.org/10.1080/03057268508559921Avi Hofstein, Vincent N. Lunetta The Role of the Laboratory in Science Teaching: Neglected Aspects of Research, Review of Educational Research 52, no.22 (Jun 2016): 201–217.https://doi.org/10.3102/00346543052002201Vincent N. Lunetta, Avi Hofstein Simulations in science education, Science Education 65, no.33 (Jul 1981): 243–252.https://doi.org/10.1002/sce.3730650302Robert M. Gagné, Richard T. White Memory Structures and Learning Outcomes, Review of Educational Research 48, no.22 (Jun 2016): 187–222.https://doi.org/10.3102/00346543048002187David R. Olson Mass media versus schoolmen: The role of themeans of instruction in the attainment of educational goals, Interchange 5, no.22 (Jun 1974): 11–17.https://doi.org/10.1007/BF02138825