Learning oceanography from a computer simulation compared with direct experience at sea

Abstract

Considerable research has compared how students learn science from computer simulations with how they learn from ''traditional'' classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three-dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. ß

Fundamentos Pedagógicos para o Uso de Simulações e Laboratórios Virtuais no Ensino de Ciências

“…Na literatura, encontramos trabalhos que corroboram essa recomendação ao apresentarem estudos de uso coordenado de diferentes recursos como forma de promover o ensino e a aprendizagem das ciências. Entre esses trabalhos podemos citar: Winn et al (2006); Paula e Talim (2012); Dorneles, Araújo e Veit (2012); Heidemann, Araujo e Veit (2012) ;Pontone Jr. (2016). Este último trabalho merece destaque, pois mostra, de modo convincente, como o professor, sujeito da pesquisa, utiliza sua consciência das potencialidades e limitações dos vários recursos mediacionais que ele utiliza para combinar diferentes recursos orientados para os objetivos pedagógicos das aulas.…”

“…Isso porque, de acordo com Bayraktar (2002), desde a última década do século passado, a educação em ciências figurava entre as áreas nas quais o ensino assistido por computador era o mais difundido e efetivo. O desenvolvimento de aplicações das TIC para essa área da educação escolar está em pleno processo de crescimento, tal como demonstram trabalhos como os de Finkelstein et al (2005), Winn et al(2006), Ma e Nickerson (2006); Klahr, Triona e Williams (2007) ;Zacharia, Olympiou e Papaevripidou (2008); Zacharia e Olympiou (2011), Jaakkola, Nurmi e Veermans (2011). Esse fenômeno acompanha o crescimento do uso das TIC nas mais diversas atividades econômicas e manifestações culturais nas últimas décadas.…”

Theoretical Inquiry-Based Learning Insights on Natural Science Education: from the Source to 5E Model

“…Students should have an opportunity to perform both of these experiments (Nedic et al, 2003). Both experimental forms of activity require new scientific insights (Jaakkola & Nurmi, 2008;Winn et al, 2006). New problematic questions arise: how the new internet generation can be motivated by traditional physics laboratory works, which are carried out with traditional laboratory instruments?…”

“…2 the experimental forms require new scientific insights (Jaakkola & Nurmi, 2008;Winn et al, 2006). Off of these studies follows an assumption that inquiry-based learning, both virtual and real laboratory works, can have a positive impact on students informative skills.…”

The Physics Experimental Activity of New (Z) Generation Students: Motivation and Interpersonal Interaction

“…Abi eksperimentinės veiklos formos reikalauja naujų mokslinių įžvalgų (Jaakkola, Nurmi, 2008;Winn, Sarason, Fruland, Lee, 2006). Iš minėtų tyrimų išplaukia prielaida, kad tiek realūs, tiek virtualūs laboratoriniai darbai gali turėti teigiamą įtaką mokinių mokymosi motyvacijai.…”