Simulations

What:  A simulation is a computer-generated model that represents a real or hypothetical phenomenon, process or system.  Simulations include animations and virtual laboratories.

Why: Science teachers commonly use simulations in their teaching since simulations have various advantages on student learning. For example, simulations allow students to visualize abstract content that is otherwise difficult to understand. Furthermore, many simulations allow students manipulate elements within the model or simulated experiment. Manipulating elements and seeing different visualizations enhance students' understanding about the phenomena that they are studying and also improves their reasoning and science process skills Some simulations, allow students to observe complex process and speed up or slow down a process such as glacial movement or cell division. In simulated environments, students can safely and inexpensively perform various laboratory activities such as mixing unknown chemicals or investigating radioactivity. See http://phet.colorado.edu/ for examples of simulations.

Research: Research on the effectiveness of simulations on student learning show that the use of simulations increase students' interest in science and content knowledge development (Park, 2008).

Best practices: Science teachers can use simulations in various ways, such as to demonstrate a new concept or to replace a laboratory activity that would be time consuming or unsafe. Simulations are very effective tools in student learning if teachers use them with appropriate pedagogies. Displaying the simulation before students work with it, incorporating the simulation into student-centered instruction, encouraging students to work in teams, and explaining the limitations of the simulation are the critical things that science teachers consider while planning to incorporate simulations into their teaching. In addition, simulations must be explicitly tied to real world phenomena. In deciding to use simulations it is important to consider the learning advantages of the actual handling of real materials by students.

Example: Students can better understand molecular genetics through completing laboratory activities such as DNA extraction. However, some genetics experiments require teachers to have various laboratory equipment in the classroom. For example, equipment to perform Polymerase Chain Reaction (PCR) laboratory activities that allow students to understand how specific DNA sequence can be produced in short time cannot be found in many schools. PCR virtual laboratory offers a great opportunity for many science teachers who want their students to experience with PCR reaction and analysis. An example of a vitual PCR laboratory can be found at http://learn.genetics.utah.edu/content/labs/pcr/. They can perform the virtual lab activity after they explore the basics of DNA structure and replication.