Teaching Methods

What are Simulations?

Computer simulations are different than animations. Animations are visual objects that are programmed to move in a particular way.

A simulation is running iterations of a computational model. In simulations, the variables are related by mathematical formulas. All of my simulations are iterative. Each time step the models use the previous time step quantities to calculate the new amounts of the different variables. The models are dynamic systems. The variables change quantities over time.

MY GOALS:

    • Generate questions

    • Explore and test hypotheses iteratively and incrementally

    • Experience the dynamics of a system to allow students to accept increased responsibility in constructing their own knowledge

    • Experiment with variables and observe effects allows students a more active understanding of a system

WHY ARE SIMULATIONS IMPORTANT TO THE SCIENCE CLASSROOM?

    • Reduces cognitive load by allowing students to explore and experience the results on the system from incremental changes.

    • Allows students to breakdown phenomena into pieces

    • Understand that scientific models are useful and limiting.

ADVANTAGES TO SIMULATIONS

Stave, Krytyna A. (2011)

    • Simplify complex systems, and interact with parts of system structures that are not apparent.

    • Speed up processing times helping learners experience and observe faster than they would observe in the real world.

    • Keep track of learner decisions

    • Reduce cognitive load by allowing students to focus on the underlying concepts rather than the complex mathematical calculations that are used to construct the simulations.

    • Provide platforms that are perceptually and spatially rich.

    • Emphasize experience over explanation by allowing users to actively constructing their own learning by incrementally perturbing parameters of the simulation.

    • Learners experiment with independent variables and observe how dependent variables change as a result.

WHAT ARE EFFECTIVE USES OF SIMULATIONS IN THE CLASSROOM? Rehn, Moore, Podolefsky, and Finkelstein (2013)

    1. Mediate discussion and assumptions, focus on illuminating cases, and coordinate multiple forms of representation

    2. Gamify with discovery: perturb, run, reflect

    3. Experiment and practice science: predict, observe, and explain

    4. Recreate or represent features

    5. Multiple Forms of Representation

Why Are the Simulations Valuable?

I use simulations to teach scientific practices. With simulations, students can ask questions using the models and carry out the investigations running dozens of trials and experiments in a single class period. Using a simulation can limit creativity in designing an experiment, but simulations help students focus on appropriate variables to manipulate in a system.

Students often have trouble designing controlled experiments and only manipulating a single variable at a time. Students want to change too much. This poor habit of mind is especially apparent when students are experimenting with simulations. HOWEVER, using simulations repeatedly throughout the year allows the teacher to intervene when students are running simulations to highlight the importance of controlling for variables.

Because the simulations are quantitative, students develop computational thinking as they manipulate and calculate the relationships between variables in the models. Students using simulations interact with computational models that reveal important properties of many systems including, positive and negative feedback loops, set points, thresholds, robustness, and sensitivity. While these concepts are challenging to learn algebraically, simulations help students understand the concepts operationally.

Most importantly, simulations create data for students to reflect on. I have found that students enjoy running simulations, and in the process they gain a deeper understanding of the variables in a system. Students using simulations should use the data to drive their decisions. This is the most valuable lesson. Instead of students reading, watching, or listening to biology, they construct their own understanding based on the simulation. This is what I want my students to do. I want my students to see science as process of testing claims based on evidence.

2. Gamify with Discovery: Perturb, Run, Reflect

What is the carrying capacity of the white-footed mouse population?

3. Experiment and Practice Science: Predict, Observe Explain

CER Model (From Data Nuggets)

4. Recreate or represent features

Draw how the lactase would change at 30℃, versus 80℃ according to the lactase simulation.

Works Cited

BSCS 5E Instructional Model. (n.d.). Retrieved January 10, 2016, from http://bscs.org/bscs-5e-instructional-model

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (n.d.). Make it stick: The science of successful learning.

Bryce, C. M., Baliga, V. B., Nesnera, K. L., Fiack, D., Goetz, K., Tarjan, L. M.,Gilbert, G. S. (2016, 01).

Exploring Models in the Biology Classroom. The American Biology Teacher, 78(1), 35-42.

doi:10.1525/abt.2016.78.1.35

C-Learn Simulation. (2014, February 25). Retrieved January 10, 2016, from

https://www.climateinteractive.org/tools/c-learn/simulation/

Concentration. (n.d.). Retrieved January 10, 2016, from https://phet.colorado.edu/en/simulation/concentration

Designing Science Inquiry: Claim Evidence Reasoning = Explanation. (2012, September 25). Retrieved January

10, 2016, from http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

C-Learn. (2017, February 06). Retrieved February 09, 2017, from https://www.climateinteractive.org/tools/c-learn/

Fisher, Diana M. "“Everybody Thinking Differently”: K-12 Is a Leverage Point." System Dynamics Review 27.4

(2011): 394-411. Print.

Forrester, J.W. (June, 2009). Learning through system dynamics as preparation for the 21st century. Paper

presented at the K-12 Systems Thinking and Dynamic Modeling Conference. Retrieved from

http://static.clexchange.org/ftp/documents/whyk12sd/Y_2009-02LearningThroughSD.pdf

Hung, Woei. "Enhancing Systems-thinking Skills with Modelling." British Journal of Educational Technology 39.6

(2008): 1099-120. Print.

Jacobson, Michael J., and Uri Wilensky. "Complex Systems in Education: Scientific and Educational Importance

and Implications for the Learning Sciences." Journal of the Learning Sciences 15.1 (2006): 11-34. Print.

Lodish, Harvey, Berk, Arnold, and Matsudaira, Paul. Molecular Cell Biology. W. H. Freeman, 2004. Print.

Lonergan, Thomas A. "The Photosynthetic Dark Reactions Do Not Operate in the Dark." The American Biology

Teacher 62.3 (2000): 166-70. Print.

Moore, E. B., Herzog, T. A., & Perkins, K. K., Interactive simulations as implicit support for guided-inquiry.

Chemistry Education Research and Practice, 14(3), 257-268, 2013.

MWM - Science Modules: An Inquiry and Design-Based STEM and Materials Education Program. (n.d.).

Retrieved January 10, 2016, from http://www.materialsworldmodules.org/

Netlogo.com. (n.d.). Retrieved January 10, 2016, from http://netlogo.com/

"Photosynthesis Model - Jon Darkow." Photosynthesis Model - Jon Darkow. Web. 06 Mar. 2016.

Professional Development. (n.d.). Retrieved February 09, 2017, from

http://datanuggets.org/resources/professional-development/

Read "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" at NAP.edu.

(n.d.). Retrieved January 10, 2016, from http://www.nap.edu/read/13165/chapter/7

Rehn, D. A., Moore, E. B., Podolefsky, N. S., & Finkelstein, N. Tools for high-tech tool use: A framework and

heuristics for using interactive simulations, JoTLT. 2(1), p. 31-55, 2013.

Richmond, Barry. An Introduction to Systems Thinking: Stella Software. Lebanon, NH: Isee Systems, 2013. Print.

Sampson, V., & Schleigh, S. (2013). Scientific argumentation in biology: 30 classroom activities. Arlington, VA: NSTA Press.

Schmidt, Stephen J. "Active and Cooperative Learning Using Web-Based Simulations." The Journal of Economic

Education 34.2 (2003): 151-67. Print.

Start Engaging Your Entire Classroom. (n.d.). Retrieved January 10, 2016, from http://peardeck.com/

STELLA and iThink. (n.d.). Retrieved January 10, 2016, from

http://www.iseesystems.com/softwares/STELLA-iThink.aspx

Stave, K. A., A. Beck, and C. Galvan. "Improving Learners' Understanding of Environmental Accumulations

through Simulation." Simulation & Gaming 46.3-4 (2014): 270-92. Print.

Stratford, Steven J., Joseph Krajcik, and Elliot Soloway. "Secondary Students' Dynamic Modeling Processes:

Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems." Journal of

Science Education and Technology 7, no. 3 (1998): 215-34.

Strode, P. K. (2015, 09). Hypothesis Generation in Biology. The American Biology Teacher AM BIOL TEACH,

77(7), 500-506. doi:10.1525/abt.2015.77.7.4

Storrie, Brian, and Harvey F. Lodish. Working with Molecular Cell Biology, Fifth Edition: Student Companion and

Solutions Manual. New York: W H Freeman, 2004. Print.

Three Dimensions | Next Generation Science Standards. (n.d.). Retrieved January 10, 2016, from

http://www.nextgenscience.org/three-dimensions