SlideShare uma empresa Scribd logo
1 de 27
Baixar para ler offline
Master of Arts in
                     Teaching (MAT)
                     An Al-Quads University/Bard
                         College partnership




   “ Teaching as reflective practice ”
                      ‘presentation’
New Pedagogies on teaching science with computer simulation

                                   by
 Reyad Ibrahim @ Ghadeer Marmash
                           INSTRUCTOR:
Introduction
Some abbreviations
• PCK: Pedagogical content knowledge.
knowledge of pedagogy specific to certain content
areas.
• TCK: Technological Content Knowledge.
knowledge about domain-specific technologies and
how they can change the subject matter for the
  student or the kinds of representations that can be
  constructed by students.
• TPK: Technological Pedagogical Knowledge.
knowledge of the existence, components, and
capabilities of various non-domain specific technologies
  in teaching and learning settings.

• TPCK: Technological pedagogical content knowledge.
It is a framework that articulates three important parts
    in teaching subject matter using technology.
PCK

TCK     TPK
• Computer Simulation:
Computer program that attempts to simulate a model
  of a particular system.
Aims of using computer simulation;
1. Manipulating a model and view how it will behave
   under certain conditions.
2. Visualize aspects of science that are too big or
   small.
3. Provide extreme situations to support thought
   experiment.
4. Testing of ideas
5. Provide extreme situations to support what If
   scenarios.
6. visualization of scientific phenomena have been
   associated with gains in conceptual understanding.
• Reports on teaching techniques using
  computer simulation are not enough.
• Pedagogical approach practiced by teachers
  strongly affect students learning outcomes.
• Most of computer simulations lack the
  capability to independently tutor the student
  on concepts, direct investigation or guide
  student inquiry.
Aims of the study
• To explicate pedagogy of teaching science with
  computer simulations.
Questions of the study
1. How does the teacher use computer simulations to
teach science?
2. What are the teaching heuristics that are central to the
teacher’s pedagogy with computer simulations?
a. What is the role of the teacher in a technology enhanced
environment?
b. What are the affordances of the computer simulation
technology for teaching science and when
should this technology be employed?
c. What are the perceived limitations of using
computer simulation technology to teach science?
3. What is the impact of teaching science with computer
simulations on the learners?
Methodology
Two parts of the case study
1. Experienced teacher’s general pedagogical
   approach was examined.
2. Teacher-student- computer simulation
   interaction was focused.
• A cyclic pattern in which student generated
   evaluated and modified hypothesis is
   revealed in this study.
• Why case study?
• It can fulfill the detailed requirements to fulfill
  the aims of the study.
• Because of its detailed analysis
• It permits more direct and frequently interplay
  between theory and data and closer matching of
  conceptual intent and empirical evidence.
• the ability to reveal the properties of the class to
  which the instance being studied belongs,
  produce new typologies, provide the basis for
  subsequent theory-development and test and
  generate and generate hypotheses.
• It’s suitable for research in complex settings where
  there is little control over behavior and organization
  or events.
• Research context
• Introductory chemistry course for university students
  in north American public university.
• The course has syllabus and electronic homework
  system.
• The teacher was an experienced science teacher,
  leader in chemistry and educational technology.
• Electronic classrooms with computer terminals each
  equipped with suites of multiple, compact,
  interactive modules.
•   Data gathering
•   Interview with teacher and students.
•   Intensive classroom observation for one year.
•   Student survey.

• Data analysis
• data were analyzed using mean statistics
with Excel.
• The qualitative data were analyzed using a
  constant comparative method which is an
  analytical approach that supports evaluation and
  reevaluation of hypotheses.
New Pedagogies on Teaching Science with Computer Simulations
Results and Discussion:

The first section of the results responds to research question :


1: what is the teacher’s approach to teaching science with computer simulations? This is
accomplished through an analysis of classroom observations, student survey, and
teacher interviews.


2: what are the heuristics central to the teacher’s pedagogy with computer simulations
and how does the teacher utilize the affordances of the simulation technology?


3: Finally, the results section concludes with data on the impact of teaching science with
computer simulations from the students’ points of view.
Teacher’s Use of Computer Simulations to Support GEM Cycles:

Computer simulations is not intended to replace the laboratories, but rather
represented the results of simulated lab experiments or the behavior of atoms of
molecules under conditions not observable with the eye.


The general instructional approach was identified as generating (G), evaluating (E),
and modifying (M) (GEM) students’ models in chemistry.



G, E, and M occurred in three distinguishable phases or instructional segments
with the evaluation (E) and modification (M) instructional segments repeating
themselves in a cyclical fashion.
The first is a graphic depicting the cyclical nature of GEM and its three phases :
In one period of class, the teacher engaged in this pedagogical approach two times , for total of 52
time across 11 different topics in chemistry.

-Generating ( g ) : let’s go and just look at what the boiling points are for these things
 { ethanol and methanol }

Then students gather information from the simulation :
[ S ] :so ethanol between 78 and 79 degree- its boiling point,..so methanol is between 64 and 65
degrees. Using the computer simulation to locate the boiling points.

[ S ] as molecular weight increases, the boiling point increases --- this come by simulation by the
computer that generate a graph of molecular weight by boiling point.
Simulations during the Evaluation (E) and Modification (M) Phases :
Three major teacher activities:1- providing disconfirming information,2- providing extreme
cases,3- and providing confirming information.

 These teacher activities can be done by:

making comparisons, asking why questions, asking what’s wrong questions, making
predictions, considering new data points, designing a new test, see if it holds true, finding
more information and adding content information.

For an example of evaluation (E), the teacher stated in a lesson on intermolecular forces,

‘‘We want to use this *simulation+ to see if your trend there *referring to a hypothetical
relationship students had constructed: ‘As molecular weight increases the boiling point
increases’+ actually works for more than say two compounds.
’’ Students were encouraged by the teacher to examine a new computer simulation set
on organic boiling points in order to compare previous data with new data and to gauge
the scope of their hypothetical relationships. Students viewed a graph on the simulation
of selected alkanes and functional groups, by molecular weight and boiling point.

The simulation also showed a spherical model of the selected compound.

Based on the earlier relationship they had generated, students generally stated that they
expected that boiling points would increase as molecular weight increased.

This trend was evident in most cases, but compounds with functional groups that had the
capacity to hydrogen bond, such as hydroxyl and amine groups, had anomalously high
boiling points for their molecular weights, as displayed by the computer simulation.

Let student see graphs , colors, animations, why? What’s wrong?
Modifying ( M) :

Ask student to run a new test in the simulation ,ask them to solve new case …..
The Teacher’s TPCK: Affordances of Computer Simulations for Teaching Science:

The teacher was interviewed and asked about the affordances of computer simulations for
his approach to teaching science. His response to this set of questions were compiled, as
following;

A lot of the kinds of things we do with computer simulation could be done with pieces of
paper.

The thing that’s better about the computer part of it is, you can do a lot more exploring, so
*the computer simulation+ gives *students+ more control over what they’re going to look at,
as opposed to if I give them a sheet of paper with numbers on it. It’s like I’m going to look
at this information, I’m going to come to some conclusion, I’m going to look at some
more information, and I’m going to test those conclusions…. So when I throw up an
overhead, I’m doing the exploring and they *the students+ are explaining it. And that’s
okay, but when it’s a simulation and they are choosing things, then they are
doing the exploring much more. So it’s a control issue.
Teacher’s TPCK: When to Use Computer Simulations:
To further articulate the heuristics by which the teacher made decisions about
computer simulations in science, the teacher was asked about when computer
simulations should be used to teach science: [T]he time to be able to do it [begin to
use computer simulations+ is *when students+ know what it is they’re looking at.

  They need to know what the information is telling them in each data point by data
point instance, but the thing that they should not know before they start looking at it
is what the overall relationship and guiding principles are.

, but you would not use the simulation to get them to know what ionization energy is.

 they know a rough range of where it’s coming from,
 Then you give them the simulation, so they can look at trends in that thing …. They
can grasp that relationship because they know what they’re looking at.

The teacher did not encourage the students to read ahead on the topic, rather, he
utilized simulation technology and conceptual exercises to learn about relationships
first-hand within the classroom environment.
Teacher’s TPCK: Potential Problems with Using Computer Simulations:
( it need more time and work ) :

 Because individual scientists, they have to do a ton of work to get 5 of these little data points,
that students, in a matter of 10 min, will use 50 of. So in a class period, they can go through
peoples’ year’s worth of work in terms of obtaining the data in the first place to then putting
that all together and then drawing these conclusions. ‘By the way you know the experiments,
to do this it would take you 3 weeks to get this data point.

In examining the interview above and patterns in teacher– student–computer interaction, the
teacher’s heuristics for teaching science with computer simulation technology could be
summarized as:

 (1) ensure students know relevant definitions before using simulation technology;
 (2) encourage students to develop an understanding of data values before using simulations;
 (3) utilize simulations to elicit student ideas about a scientific phenomenon and generate
trends among variables and ascertain the scope of relationships;
(4) evaluate these relationships with the simulation serving specific functions in testing;
(5) have students return to their original ideas to modify them repeatedly
 (6) build student understanding with the computer simulations incrementally and at a
molecular level first so that eventually their ideas are more successively more refined and can
be applied to a broader scope of novel situations.
The Impact of the Teacher’s Pedagogy:
Student survey responses….
computer simulation- BARD
• 80% of student respondents agreed that, ‘‘There are more frequent opportunities for students to
make and test predictions in this class than in other most other classes.’’ (15%
neutral, 5% disagreed, n = 21).

• The majority of survey respondents agreed that, ‘‘I sometimes input extreme case data in the
simulations to test the boundaries of my ideas about chemistry.’’ (67% agreed, 25% neutral, n =
24).

• 76% of surveyed students agreed with the statement that: ‘‘Teacher guidance is necessary for the
effective use of the simulations.’’ (14% disagreed, 10% neutral, n = 21)

• Out of seven possible choices in a survey ranking question, the top three student-ranked choices
for where the greatest learning happens for them was (in order): teacher discussion with the
students during class, simulations, and their electronic homework system (n = 21).

• In a second ranking question on the survey, a majority of surveyed students (n = 24) ranked the
independent use of simulations outside of class in one of their bottom three choices out of nine
choices to ‘‘rank where the greatest learning happens for you in chemistry.’’

Based on the survey findings and classroom observations, it was hypothesized that these activities
with simulation, termed T-GEM, may have had implications for student pattern generation and
hypothesis evaluation and modification, and ultimately, for student understanding of science.
Student responses about the computer simulations suggested that this technology, coupled with
teacher guidance, played an integral role in students’ learning.
Conclusions :
Experienced science teachers with well developed TPACK may help us to gain a better
understanding’’ for how to teach with this technology,Three main findings of the
research were:

The T-GEM pedagogical approach. T-GEM is a 3 step, coordinated pedagogical .1
approach with computer simulations that involves generating, evaluating, and
modifying student ideas with the full integration of computer simulation technology
in each of these three phases.

2. Simulation technology has specific affordances for teaching science. Simulation
technology appears to afford T-GEM teachers and students with the capacity to:
compile information between variables in order to generate initial relationships, push
values to extremes or in increments to assess the scope of the relationship, and provide
an environment to make comparisons between data and visually draw attention to
patterns and contrasts using graphs and animations.

3. The teacher’s TPCK framed his approach to teaching with computer simulations. The
teacher had knowledge of: specific teaching roles to help students examine subject area
relationships using computer simulations; how conceptual classroom activities were
(dis)similar to/from the nature of science, and heuristics about when and where to use
simulation technology.

Mais conteúdo relacionado

Mais procurados

2012-03-05 SITE TPACK Symposium
2012-03-05 SITE TPACK Symposium2012-03-05 SITE TPACK Symposium
2012-03-05 SITE TPACK SymposiumPetra Fisser
 
A Development of Students’ Worksheet Based on Contextual Teaching and Learning
A Development of Students’ Worksheet Based on Contextual Teaching and LearningA Development of Students’ Worksheet Based on Contextual Teaching and Learning
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
 
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...Thiyagu K
 
Technological persuasive pedagogy a new way to persuade students in the compu...
Technological persuasive pedagogy a new way to persuade students in the compu...Technological persuasive pedagogy a new way to persuade students in the compu...
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
 
C:\Documents And Settings\All Users\Documents\Chapter4
C:\Documents And Settings\All Users\Documents\Chapter4C:\Documents And Settings\All Users\Documents\Chapter4
C:\Documents And Settings\All Users\Documents\Chapter4guestb3678d24
 
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...Saxion University of Applied Sciences
 

Mais procurados (9)

Paper #1 ict in math
Paper #1 ict in mathPaper #1 ict in math
Paper #1 ict in math
 
2012-03-05 SITE TPACK Symposium
2012-03-05 SITE TPACK Symposium2012-03-05 SITE TPACK Symposium
2012-03-05 SITE TPACK Symposium
 
Ecmt1020 handbook 2011 12.pdf.rgd
Ecmt1020 handbook 2011 12.pdf.rgdEcmt1020 handbook 2011 12.pdf.rgd
Ecmt1020 handbook 2011 12.pdf.rgd
 
A Development of Students’ Worksheet Based on Contextual Teaching and Learning
A Development of Students’ Worksheet Based on Contextual Teaching and LearningA Development of Students’ Worksheet Based on Contextual Teaching and Learning
A Development of Students’ Worksheet Based on Contextual Teaching and Learning
 
VR learning tool
VR learning toolVR learning tool
VR learning tool
 
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...
 
Technological persuasive pedagogy a new way to persuade students in the compu...
Technological persuasive pedagogy a new way to persuade students in the compu...Technological persuasive pedagogy a new way to persuade students in the compu...
Technological persuasive pedagogy a new way to persuade students in the compu...
 
C:\Documents And Settings\All Users\Documents\Chapter4
C:\Documents And Settings\All Users\Documents\Chapter4C:\Documents And Settings\All Users\Documents\Chapter4
C:\Documents And Settings\All Users\Documents\Chapter4
 
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...
Setsuya Kurahashi: Teaching Simulation on Collaborative Learning, Ability Gro...
 

Destaque

اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيم
اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيماساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيم
اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيمReyad Ibrahim - bard college
 
ملف العرض توظيف التقنيات الحديثة في المختبر
ملف العرض توظيف التقنيات الحديثة في المختبرملف العرض توظيف التقنيات الحديثة في المختبر
ملف العرض توظيف التقنيات الحديثة في المختبرReyad Ibrahim - bard college
 
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدس
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدستجريبي كيمياء فصل اول-والاجابة-ضواحي القدس
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدسReyad Ibrahim - bard college
 
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-Reyad Ibrahim - bard college
 
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدس
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدسالاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدس
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدسReyad Ibrahim - bard college
 
تقنيات تربوية حديثة في تنفيذ أنشطة المختبر
تقنيات تربوية حديثة في تنفيذ أنشطة المختبرتقنيات تربوية حديثة في تنفيذ أنشطة المختبر
تقنيات تربوية حديثة في تنفيذ أنشطة المختبرReyad Ibrahim - bard college
 
تجريبي احياء والاجابة-ضواحي القدس
تجريبي احياء والاجابة-ضواحي القدستجريبي احياء والاجابة-ضواحي القدس
تجريبي احياء والاجابة-ضواحي القدسReyad Ibrahim - bard college
 
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر الفصل الدراسي الأول
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر   الفصل الدراسي الأول-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر   الفصل الدراسي الأول
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر الفصل الدراسي الأولReyad Ibrahim - bard college
 
عاشر مديرية-ضواحي القدس-موحد كيمياء
عاشر مديرية-ضواحي القدس-موحد كيمياءعاشر مديرية-ضواحي القدس-موحد كيمياء
عاشر مديرية-ضواحي القدس-موحد كيمياءReyad Ibrahim - bard college
 

Destaque (20)

احياء عاشر والاجابة-موحد
احياء عاشر  والاجابة-موحداحياء عاشر  والاجابة-موحد
احياء عاشر والاجابة-موحد
 
اجابة احياء شهرين
اجابة احياء شهريناجابة احياء شهرين
اجابة احياء شهرين
 
اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيم
اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيماساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيم
اساسيات وفنيات اعداد الوحدات التعليمية-رياض ابراهيم
 
ملف العرض توظيف التقنيات الحديثة في المختبر
ملف العرض توظيف التقنيات الحديثة في المختبرملف العرض توظيف التقنيات الحديثة في المختبر
ملف العرض توظيف التقنيات الحديثة في المختبر
 
كيفية انشاء Qr
كيفية انشاء Qrكيفية انشاء Qr
كيفية انشاء Qr
 
حلقة كالفن
حلقة كالفنحلقة كالفن
حلقة كالفن
 
Boilogy12اجابة
Boilogy12اجابة Boilogy12اجابة
Boilogy12اجابة
 
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدس
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدستجريبي كيمياء فصل اول-والاجابة-ضواحي القدس
تجريبي كيمياء فصل اول-والاجابة-ضواحي القدس
 
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-
وظيفة التغذية الراجعة و الموقف التعليمي-والاطروحة-والموقف الذي ازعجني-
 
عرض احياء 1
عرض احياء 1عرض احياء 1
عرض احياء 1
 
اجابة 12 علمي مديرية 2015
اجابة 12 علمي مديرية 2015اجابة 12 علمي مديرية 2015
اجابة 12 علمي مديرية 2015
 
اجابة حلقة كالفن
اجابة حلقة كالفناجابة حلقة كالفن
اجابة حلقة كالفن
 
كيفية انشاء Qr
كيفية انشاء Qrكيفية انشاء Qr
كيفية انشاء Qr
 
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدس
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدسالاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدس
الاشكال المطلوبة في كتاب 12 علمي ورقة عمل ضواحي القدس
 
تقنيات تربوية حديثة في تنفيذ أنشطة المختبر
تقنيات تربوية حديثة في تنفيذ أنشطة المختبرتقنيات تربوية حديثة في تنفيذ أنشطة المختبر
تقنيات تربوية حديثة في تنفيذ أنشطة المختبر
 
تعليم نقاط-10
تعليم نقاط-10تعليم نقاط-10
تعليم نقاط-10
 
تجريبي احياء والاجابة-ضواحي القدس
تجريبي احياء والاجابة-ضواحي القدستجريبي احياء والاجابة-ضواحي القدس
تجريبي احياء والاجابة-ضواحي القدس
 
كيفية انشاء Qr
كيفية انشاء Qrكيفية انشاء Qr
كيفية انشاء Qr
 
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر الفصل الدراسي الأول
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر   الفصل الدراسي الأول-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر   الفصل الدراسي الأول
-رياض ابراهيم -حلول كتاب الفيزياء للصف العاشر الفصل الدراسي الأول
 
عاشر مديرية-ضواحي القدس-موحد كيمياء
عاشر مديرية-ضواحي القدس-موحد كيمياءعاشر مديرية-ضواحي القدس-موحد كيمياء
عاشر مديرية-ضواحي القدس-موحد كيمياء
 

Semelhante a computer simulation- BARD

Math ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luiMath ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luibryan
 
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...Mandy Brown
 
Mathematics and technology
Mathematics and technology Mathematics and technology
Mathematics and technology Fmerenda90
 
Xmss ict lesson template aichin
Xmss  ict lesson template aichinXmss  ict lesson template aichin
Xmss ict lesson template aichinbryan
 
A Web-Based Chemistry Course As A Means To Foster Freshmen Learning
A Web-Based Chemistry Course As A Means To Foster Freshmen LearningA Web-Based Chemistry Course As A Means To Foster Freshmen Learning
A Web-Based Chemistry Course As A Means To Foster Freshmen LearningCrystal Sanchez
 
Learning Analytics: Realizing their Promise in the California State University
Learning Analytics:  Realizing their Promise in the California State UniversityLearning Analytics:  Realizing their Promise in the California State University
Learning Analytics: Realizing their Promise in the California State UniversityJohn Whitmer, Ed.D.
 
Analytic Problem Solving Methodology
Analytic Problem Solving MethodologyAnalytic Problem Solving Methodology
Analytic Problem Solving MethodologySteven Wallach
 
Technological, pedagogical, content knowledge unfolded.
Technological, pedagogical, content knowledge unfolded.Technological, pedagogical, content knowledge unfolded.
Technological, pedagogical, content knowledge unfolded.Mei Lick Cheok
 
An Illustrated Design for Self-Directed 3 D Learning GSTA 2017
An Illustrated Design for Self-Directed 3 D Learning  GSTA 2017An Illustrated Design for Self-Directed 3 D Learning  GSTA 2017
An Illustrated Design for Self-Directed 3 D Learning GSTA 2017rekharajaseran
 
Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
 
Ccp phy sci trhs syllabus template
Ccp phy sci trhs syllabus templateCcp phy sci trhs syllabus template
Ccp phy sci trhs syllabus templatesbarkanic
 
Running head Research Implementation Plan7October 28In.docx
Running head  Research Implementation Plan7October 28In.docxRunning head  Research Implementation Plan7October 28In.docx
Running head Research Implementation Plan7October 28In.docxjoellemurphey
 
Journal article critique
Journal article critiqueJournal article critique
Journal article critiqueRohaida Muslim
 

Semelhante a computer simulation- BARD (20)

article_45331.pdf
article_45331.pdfarticle_45331.pdf
article_45331.pdf
 
Math ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth luiMath ict lesson area of parallelogram and trapezium kenneth lui
Math ict lesson area of parallelogram and trapezium kenneth lui
 
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...
Attitudes Of Pre-Service Elementary Teachers Towards Graphing Calculator Tech...
 
Ijetr042132
Ijetr042132Ijetr042132
Ijetr042132
 
Mathematics and technology
Mathematics and technology Mathematics and technology
Mathematics and technology
 
Xmss ict lesson template aichin
Xmss  ict lesson template aichinXmss  ict lesson template aichin
Xmss ict lesson template aichin
 
A Web-Based Chemistry Course As A Means To Foster Freshmen Learning
A Web-Based Chemistry Course As A Means To Foster Freshmen LearningA Web-Based Chemistry Course As A Means To Foster Freshmen Learning
A Web-Based Chemistry Course As A Means To Foster Freshmen Learning
 
Learning Analytics: Realizing their Promise in the California State University
Learning Analytics:  Realizing their Promise in the California State UniversityLearning Analytics:  Realizing their Promise in the California State University
Learning Analytics: Realizing their Promise in the California State University
 
Analytic Problem Solving Methodology
Analytic Problem Solving MethodologyAnalytic Problem Solving Methodology
Analytic Problem Solving Methodology
 
Improving Students Experimental Competences Using Simultaneous Methods in Cla...
Improving Students Experimental Competences Using Simultaneous Methods in Cla...Improving Students Experimental Competences Using Simultaneous Methods in Cla...
Improving Students Experimental Competences Using Simultaneous Methods in Cla...
 
Technological, pedagogical, content knowledge unfolded.
Technological, pedagogical, content knowledge unfolded.Technological, pedagogical, content knowledge unfolded.
Technological, pedagogical, content knowledge unfolded.
 
An Illustrated Design for Self-Directed 3 D Learning GSTA 2017
An Illustrated Design for Self-Directed 3 D Learning  GSTA 2017An Illustrated Design for Self-Directed 3 D Learning  GSTA 2017
An Illustrated Design for Self-Directed 3 D Learning GSTA 2017
 
K0176495101
K0176495101K0176495101
K0176495101
 
Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...Seminar University of Loughborough: Using technology to support mathematics e...
Seminar University of Loughborough: Using technology to support mathematics e...
 
Ccp phy sci trhs syllabus template
Ccp phy sci trhs syllabus templateCcp phy sci trhs syllabus template
Ccp phy sci trhs syllabus template
 
Running head Research Implementation Plan7October 28In.docx
Running head  Research Implementation Plan7October 28In.docxRunning head  Research Implementation Plan7October 28In.docx
Running head Research Implementation Plan7October 28In.docx
 
Presentation1.pptx
Presentation1.pptxPresentation1.pptx
Presentation1.pptx
 
Ppt oral
Ppt oralPpt oral
Ppt oral
 
POWER POINT SEMINAR
POWER POINT SEMINARPOWER POINT SEMINAR
POWER POINT SEMINAR
 
Journal article critique
Journal article critiqueJournal article critique
Journal article critique
 

Mais de Reyad Ibrahim - bard college

-رياض ابراهيم -حل كتاب فيزياء العاشر فصل ثاني
-رياض ابراهيم -حل كتاب فيزياء العاشر   فصل ثاني-رياض ابراهيم -حل كتاب فيزياء العاشر   فصل ثاني
-رياض ابراهيم -حل كتاب فيزياء العاشر فصل ثانيReyad Ibrahim - bard college
 
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيم
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيماسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيم
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيمReyad Ibrahim - bard college
 
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي 2013 المنهاج الفلسطيني
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي  2013 المنهاج الفلسطينيالتجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي  2013 المنهاج الفلسطيني
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي 2013 المنهاج الفلسطينيReyad Ibrahim - bard college
 
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقد
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقدتحضير وحدة باسلوب التعلم بالحياة والتفكير الناقد
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقدReyad Ibrahim - bard college
 
دليل المعلم العلوم - العاشرالاساسي
دليل المعلم  العلوم - العاشرالاساسيدليل المعلم  العلوم - العاشرالاساسي
دليل المعلم العلوم - العاشرالاساسيReyad Ibrahim - bard college
 
دليل المعلم العلوم-الخامس الاساسي
دليل المعلم  العلوم-الخامس الاساسيدليل المعلم  العلوم-الخامس الاساسي
دليل المعلم العلوم-الخامس الاساسيReyad Ibrahim - bard college
 

Mais de Reyad Ibrahim - bard college (11)

الاجابة النوذجية 10فيزياء
الاجابة النوذجية 10فيزياءالاجابة النوذجية 10فيزياء
الاجابة النوذجية 10فيزياء
 
-رياض ابراهيم -حل كتاب فيزياء العاشر فصل ثاني
-رياض ابراهيم -حل كتاب فيزياء العاشر   فصل ثاني-رياض ابراهيم -حل كتاب فيزياء العاشر   فصل ثاني
-رياض ابراهيم -حل كتاب فيزياء العاشر فصل ثاني
 
حلول كتاب عاشراحياء
حلول كتاب عاشراحياءحلول كتاب عاشراحياء
حلول كتاب عاشراحياء
 
اجابة كتاب الكيمياء -10
اجابة كتاب الكيمياء -10اجابة كتاب الكيمياء -10
اجابة كتاب الكيمياء -10
 
12 علمي تجريبي 2014 2015 نهائي
12 علمي تجريبي 2014 2015 نهائي12 علمي تجريبي 2014 2015 نهائي
12 علمي تجريبي 2014 2015 نهائي
 
امتحان تاسع فصل ثاني 2014
امتحان تاسع فصل ثاني  2014امتحان تاسع فصل ثاني  2014
امتحان تاسع فصل ثاني 2014
 
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيم
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيماسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيم
اسئلة وراثة مع حلولها وتفسير الحل-رياض ابراهيم
 
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي 2013 المنهاج الفلسطيني
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي  2013 المنهاج الفلسطينيالتجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي  2013 المنهاج الفلسطيني
التجارب العملية في الأحياء للمرحلة الثانوية الفرع العلمي 2013 المنهاج الفلسطيني
 
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقد
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقدتحضير وحدة باسلوب التعلم بالحياة والتفكير الناقد
تحضير وحدة باسلوب التعلم بالحياة والتفكير الناقد
 
دليل المعلم العلوم - العاشرالاساسي
دليل المعلم  العلوم - العاشرالاساسيدليل المعلم  العلوم - العاشرالاساسي
دليل المعلم العلوم - العاشرالاساسي
 
دليل المعلم العلوم-الخامس الاساسي
دليل المعلم  العلوم-الخامس الاساسيدليل المعلم  العلوم-الخامس الاساسي
دليل المعلم العلوم-الخامس الاساسي
 

Último

CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 

Último (20)

CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 

computer simulation- BARD

  • 1. Master of Arts in Teaching (MAT) An Al-Quads University/Bard College partnership “ Teaching as reflective practice ” ‘presentation’ New Pedagogies on teaching science with computer simulation by Reyad Ibrahim @ Ghadeer Marmash INSTRUCTOR:
  • 2. Introduction Some abbreviations • PCK: Pedagogical content knowledge. knowledge of pedagogy specific to certain content areas. • TCK: Technological Content Knowledge. knowledge about domain-specific technologies and how they can change the subject matter for the student or the kinds of representations that can be constructed by students.
  • 3. • TPK: Technological Pedagogical Knowledge. knowledge of the existence, components, and capabilities of various non-domain specific technologies in teaching and learning settings. • TPCK: Technological pedagogical content knowledge. It is a framework that articulates three important parts in teaching subject matter using technology.
  • 4. PCK TCK TPK
  • 5. • Computer Simulation: Computer program that attempts to simulate a model of a particular system. Aims of using computer simulation; 1. Manipulating a model and view how it will behave under certain conditions. 2. Visualize aspects of science that are too big or small. 3. Provide extreme situations to support thought experiment. 4. Testing of ideas
  • 6. 5. Provide extreme situations to support what If scenarios. 6. visualization of scientific phenomena have been associated with gains in conceptual understanding.
  • 7. • Reports on teaching techniques using computer simulation are not enough. • Pedagogical approach practiced by teachers strongly affect students learning outcomes. • Most of computer simulations lack the capability to independently tutor the student on concepts, direct investigation or guide student inquiry.
  • 8. Aims of the study • To explicate pedagogy of teaching science with computer simulations.
  • 9. Questions of the study 1. How does the teacher use computer simulations to teach science? 2. What are the teaching heuristics that are central to the teacher’s pedagogy with computer simulations? a. What is the role of the teacher in a technology enhanced environment? b. What are the affordances of the computer simulation technology for teaching science and when should this technology be employed? c. What are the perceived limitations of using computer simulation technology to teach science? 3. What is the impact of teaching science with computer simulations on the learners?
  • 10. Methodology Two parts of the case study 1. Experienced teacher’s general pedagogical approach was examined. 2. Teacher-student- computer simulation interaction was focused. • A cyclic pattern in which student generated evaluated and modified hypothesis is revealed in this study.
  • 11. • Why case study? • It can fulfill the detailed requirements to fulfill the aims of the study. • Because of its detailed analysis • It permits more direct and frequently interplay between theory and data and closer matching of conceptual intent and empirical evidence. • the ability to reveal the properties of the class to which the instance being studied belongs, produce new typologies, provide the basis for subsequent theory-development and test and generate and generate hypotheses.
  • 12. • It’s suitable for research in complex settings where there is little control over behavior and organization or events. • Research context • Introductory chemistry course for university students in north American public university. • The course has syllabus and electronic homework system. • The teacher was an experienced science teacher, leader in chemistry and educational technology. • Electronic classrooms with computer terminals each equipped with suites of multiple, compact, interactive modules.
  • 13. Data gathering • Interview with teacher and students. • Intensive classroom observation for one year. • Student survey. • Data analysis • data were analyzed using mean statistics with Excel. • The qualitative data were analyzed using a constant comparative method which is an analytical approach that supports evaluation and reevaluation of hypotheses.
  • 14. New Pedagogies on Teaching Science with Computer Simulations Results and Discussion: The first section of the results responds to research question : 1: what is the teacher’s approach to teaching science with computer simulations? This is accomplished through an analysis of classroom observations, student survey, and teacher interviews. 2: what are the heuristics central to the teacher’s pedagogy with computer simulations and how does the teacher utilize the affordances of the simulation technology? 3: Finally, the results section concludes with data on the impact of teaching science with computer simulations from the students’ points of view.
  • 15. Teacher’s Use of Computer Simulations to Support GEM Cycles: Computer simulations is not intended to replace the laboratories, but rather represented the results of simulated lab experiments or the behavior of atoms of molecules under conditions not observable with the eye. The general instructional approach was identified as generating (G), evaluating (E), and modifying (M) (GEM) students’ models in chemistry. G, E, and M occurred in three distinguishable phases or instructional segments with the evaluation (E) and modification (M) instructional segments repeating themselves in a cyclical fashion.
  • 16. The first is a graphic depicting the cyclical nature of GEM and its three phases :
  • 17. In one period of class, the teacher engaged in this pedagogical approach two times , for total of 52 time across 11 different topics in chemistry. -Generating ( g ) : let’s go and just look at what the boiling points are for these things { ethanol and methanol } Then students gather information from the simulation : [ S ] :so ethanol between 78 and 79 degree- its boiling point,..so methanol is between 64 and 65 degrees. Using the computer simulation to locate the boiling points. [ S ] as molecular weight increases, the boiling point increases --- this come by simulation by the computer that generate a graph of molecular weight by boiling point.
  • 18. Simulations during the Evaluation (E) and Modification (M) Phases : Three major teacher activities:1- providing disconfirming information,2- providing extreme cases,3- and providing confirming information. These teacher activities can be done by: making comparisons, asking why questions, asking what’s wrong questions, making predictions, considering new data points, designing a new test, see if it holds true, finding more information and adding content information. For an example of evaluation (E), the teacher stated in a lesson on intermolecular forces, ‘‘We want to use this *simulation+ to see if your trend there *referring to a hypothetical relationship students had constructed: ‘As molecular weight increases the boiling point increases’+ actually works for more than say two compounds.
  • 19. ’’ Students were encouraged by the teacher to examine a new computer simulation set on organic boiling points in order to compare previous data with new data and to gauge the scope of their hypothetical relationships. Students viewed a graph on the simulation of selected alkanes and functional groups, by molecular weight and boiling point. The simulation also showed a spherical model of the selected compound. Based on the earlier relationship they had generated, students generally stated that they expected that boiling points would increase as molecular weight increased. This trend was evident in most cases, but compounds with functional groups that had the capacity to hydrogen bond, such as hydroxyl and amine groups, had anomalously high boiling points for their molecular weights, as displayed by the computer simulation. Let student see graphs , colors, animations, why? What’s wrong?
  • 20. Modifying ( M) : Ask student to run a new test in the simulation ,ask them to solve new case …..
  • 21. The Teacher’s TPCK: Affordances of Computer Simulations for Teaching Science: The teacher was interviewed and asked about the affordances of computer simulations for his approach to teaching science. His response to this set of questions were compiled, as following; A lot of the kinds of things we do with computer simulation could be done with pieces of paper. The thing that’s better about the computer part of it is, you can do a lot more exploring, so *the computer simulation+ gives *students+ more control over what they’re going to look at, as opposed to if I give them a sheet of paper with numbers on it. It’s like I’m going to look at this information, I’m going to come to some conclusion, I’m going to look at some more information, and I’m going to test those conclusions…. So when I throw up an overhead, I’m doing the exploring and they *the students+ are explaining it. And that’s okay, but when it’s a simulation and they are choosing things, then they are doing the exploring much more. So it’s a control issue.
  • 22. Teacher’s TPCK: When to Use Computer Simulations: To further articulate the heuristics by which the teacher made decisions about computer simulations in science, the teacher was asked about when computer simulations should be used to teach science: [T]he time to be able to do it [begin to use computer simulations+ is *when students+ know what it is they’re looking at. They need to know what the information is telling them in each data point by data point instance, but the thing that they should not know before they start looking at it is what the overall relationship and guiding principles are. , but you would not use the simulation to get them to know what ionization energy is. they know a rough range of where it’s coming from, Then you give them the simulation, so they can look at trends in that thing …. They can grasp that relationship because they know what they’re looking at. The teacher did not encourage the students to read ahead on the topic, rather, he utilized simulation technology and conceptual exercises to learn about relationships first-hand within the classroom environment.
  • 23. Teacher’s TPCK: Potential Problems with Using Computer Simulations: ( it need more time and work ) : Because individual scientists, they have to do a ton of work to get 5 of these little data points, that students, in a matter of 10 min, will use 50 of. So in a class period, they can go through peoples’ year’s worth of work in terms of obtaining the data in the first place to then putting that all together and then drawing these conclusions. ‘By the way you know the experiments, to do this it would take you 3 weeks to get this data point. In examining the interview above and patterns in teacher– student–computer interaction, the teacher’s heuristics for teaching science with computer simulation technology could be summarized as: (1) ensure students know relevant definitions before using simulation technology; (2) encourage students to develop an understanding of data values before using simulations; (3) utilize simulations to elicit student ideas about a scientific phenomenon and generate trends among variables and ascertain the scope of relationships; (4) evaluate these relationships with the simulation serving specific functions in testing; (5) have students return to their original ideas to modify them repeatedly (6) build student understanding with the computer simulations incrementally and at a molecular level first so that eventually their ideas are more successively more refined and can be applied to a broader scope of novel situations.
  • 24. The Impact of the Teacher’s Pedagogy: Student survey responses….
  • 26. • 80% of student respondents agreed that, ‘‘There are more frequent opportunities for students to make and test predictions in this class than in other most other classes.’’ (15% neutral, 5% disagreed, n = 21). • The majority of survey respondents agreed that, ‘‘I sometimes input extreme case data in the simulations to test the boundaries of my ideas about chemistry.’’ (67% agreed, 25% neutral, n = 24). • 76% of surveyed students agreed with the statement that: ‘‘Teacher guidance is necessary for the effective use of the simulations.’’ (14% disagreed, 10% neutral, n = 21) • Out of seven possible choices in a survey ranking question, the top three student-ranked choices for where the greatest learning happens for them was (in order): teacher discussion with the students during class, simulations, and their electronic homework system (n = 21). • In a second ranking question on the survey, a majority of surveyed students (n = 24) ranked the independent use of simulations outside of class in one of their bottom three choices out of nine choices to ‘‘rank where the greatest learning happens for you in chemistry.’’ Based on the survey findings and classroom observations, it was hypothesized that these activities with simulation, termed T-GEM, may have had implications for student pattern generation and hypothesis evaluation and modification, and ultimately, for student understanding of science. Student responses about the computer simulations suggested that this technology, coupled with teacher guidance, played an integral role in students’ learning.
  • 27. Conclusions : Experienced science teachers with well developed TPACK may help us to gain a better understanding’’ for how to teach with this technology,Three main findings of the research were: The T-GEM pedagogical approach. T-GEM is a 3 step, coordinated pedagogical .1 approach with computer simulations that involves generating, evaluating, and modifying student ideas with the full integration of computer simulation technology in each of these three phases. 2. Simulation technology has specific affordances for teaching science. Simulation technology appears to afford T-GEM teachers and students with the capacity to: compile information between variables in order to generate initial relationships, push values to extremes or in increments to assess the scope of the relationship, and provide an environment to make comparisons between data and visually draw attention to patterns and contrasts using graphs and animations. 3. The teacher’s TPCK framed his approach to teaching with computer simulations. The teacher had knowledge of: specific teaching roles to help students examine subject area relationships using computer simulations; how conceptual classroom activities were (dis)similar to/from the nature of science, and heuristics about when and where to use simulation technology.