Student learning in science simulations: Design features that promote learning gains

Abstract

This research examines science-simulation software available for grades 6-12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6-12 student learning gains and losses using virtual laboratories and science-simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research-based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research-identified best practices. The overall goal was to consider where the most progress is being made in effective virtual-lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. ß Ã Note also that an additional pattern (Pattern I, see Appendix A for codes) was identified, but this simply represented that, in the research study, no particular learning design principles were identified in the results, and only overall intervention results were reported. a Includes developing research questions, designing experiments, setting up projects, getting and analyzing data, noisy data and error analysis, synthesizing results, and scaffolding needs for successful inquiry. b Includes providing opportunities for scientific discussion and debate.

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

“…Empirical studies invariably reveal that, without scaffolding, students fail to engage adequately in exploratory activities, test variables and conditions randomly and incompletely, and rarely restudy assignments that have been completed incorrectly (e.g., de Jong and van Joolingen 1998; Hagemans et al 2013;Mayer 2004). Therefore, it is not surprising that pure inquiry learning has been found to be less conducive to learning than guided-inquiry learning or direct instruction (e.g., Alfieri et al 2011;Eysink et al 2009;Kirschner et al 2006;Scalise et al 2011).…”

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

“…Nesse período, esses autores consideraram a produção de pesquisas na área como bastante incipiente. A revisão realizada por Scalise et al (2011), mencionada na introdução deste nosso artigo,contemplou 79 trabalhos publicados entre 1995 e 2009. Como conclusão, esses autores afirmaram que: (i) nenhuma pesquisa apresentava orientações fundamentadas para professores ou desenvolvedores de softwares; (ii) pouquíssimos trabalhos explicitavam fundamentos pedagógicos para o uso de aplicativos concebidos para o ensino e a aprendizagem de ciências.…”

“…Em um trabalho de revisão bem amplo, Scalise et al (2011) analisaram trabalhos publicados entre 1993 a 2009 em busca de evidências oriundas da pesquisa que fossem capazes de: (a) justificar o uso desse tipo de aplicativo no ensino de ciências; (b) permitir escolhas racionais de aplicativos adequados para determinadas finalidades pedagógicas; e (c) propor princípios de design no sentido de aumentar as chances dos aplicativos contribuírem com a aprendizagem.…”

Modelación Y Simulación Computacional en La Enseñanza De La Biología: Un Campo De Estudio Con Mucho Potencial Pero Poco Explorado

“…A manera de antecedente, es importante mencionar que las revisiones de literatura más recientes que hemos conocido se han concentrado de manera general en el uso de tic en la educación (Osborne y Hennessy, 2003;Hennessy et al, 2010;Claro, 2010;Nussbaum y Rodríguez, 2010;Méndez, 2011;Vacchieri, 2013;Lizárraga, 2014;Hernán-dez, Jurado y Romero, 2014); otras, en el uso de tic en la enseñanza de las ciencias (Murphy, 2003;Capuano, 2011;Scalise et al, 2011;Smetana y Bell, 2012); y de manera más específica, revisiones de literatura que se han concentrado en el uso de tic para la enseñanza de la física y la química (Araujo, Veit y Moreira, 2004;Sosa y Monsalve, 2008). En ninguna de ellas se aborda de manera particular el uso de la modelación y/o simulación computacional para la enseñanza de la biología.…”