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]]> By: Sae Yong Lee http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-107 Sae Yong Lee Mon, 05 Nov 2007 14:40:45 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-107 I think it will be important to balance the practicing the IT tools and using those tools for education purpose. Once the students are familiar with the tools they are using, the effect of education will be enhanced using those tool properly. In addition to this, the simulation as practice should represent the real situation for the student apply those what they learned by practice in real. If it is not transferred to real it will not be useful tool. The merit of using simulation or IT tools is that it can be transferred to real situation much better than traditional learning precess. I think it will be important to balance the practicing the IT tools and using those tools for education purpose. Once the students are familiar with the tools they are using, the effect of education will be enhanced using those tool properly. In addition to this, the simulation as practice should represent the real situation for the student apply those what they learned by practice in real. If it is not transferred to real it will not be useful tool. The merit of using simulation or IT tools is that it can be transferred to real situation much better than traditional learning precess.

]]> By: Youngju Lee http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-104 Youngju Lee Mon, 05 Nov 2007 00:54:50 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-104 Depending on the contents and objectives of instructions, teachers need to decide how simulation is used appropriately in their classes. Sometimes it is dangerous for young kids to manipulate on chemicals in a lab, which leads to an accident. If the experiment contains a possibility of causing injuries from the chemical reactions, simulation is a useful tool for replacing the hands-on experience. But if the objectives is developing motor skills (learn how to weigh things in balance, how to light and put out the alcohol lamp, how to read the scales of cylinder), lab work is necessary. Depending on the contents and objectives of instructions, teachers need to decide how simulation is used appropriately in their classes. Sometimes it is dangerous for young kids to manipulate on chemicals in a lab, which leads to an accident. If the experiment contains a possibility of causing injuries from the chemical reactions, simulation is a useful tool for replacing the hands-on experience. But if the objectives is developing motor skills (learn how to weigh things in balance, how to light and put out the alcohol lamp, how to read the scales of cylinder), lab work is necessary.

]]> By: Curby Alexander http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-93 Curby Alexander Thu, 01 Nov 2007 07:46:03 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-93 I met a professor at SITE last year who had extensive experience with simulations. He had made simulations for engineering students as a way to prepare them for their hydraulics lab. The expense of making a mistake and ruining the equipment in the "real" lab was too great, so the students learned how to adjust pressure, etc. in the simulation without the potential of breaking anything. This seemed applicable to K-12 as well, especially in labs where the resources are restricted to one per student, i.e. animal dissections. I have used simulations in a couple of different ways when teaching kids, and like each one of you, experienced some benefits and constraints. As Eddie mentioned, it's much easier to complete multiple iterations of a science experiment (depending on what you are testint) in a virtual environment than it is in real time. I used to do some demonstrations with simple machines using Edheads.com, then I would let the students complete some of the activities independently. These served as a great advanced organizer for the classroom experiments we did later in the unit. Although I never used them with students, ExploreLearning.com also has great simulations for math and science.. I met a professor at SITE last year who had extensive experience with simulations. He had made simulations for engineering students as a way to prepare them for their hydraulics lab. The expense of making a mistake and ruining the equipment in the “real” lab was too great, so the students learned how to adjust pressure, etc. in the simulation without the potential of breaking anything. This seemed applicable to K-12 as well, especially in labs where the resources are restricted to one per student, i.e. animal dissections. I have used simulations in a couple of different ways when teaching kids, and like each one of you, experienced some benefits and constraints. As Eddie mentioned, it’s much easier to complete multiple iterations of a science experiment (depending on what you are testint) in a virtual environment than it is in real time. I used to do some demonstrations with simple machines using Edheads.com, then I would let the students complete some of the activities independently. These served as a great advanced organizer for the classroom experiments we did later in the unit. Although I never used them with students, ExploreLearning.com also has great simulations for math and science..

]]> By: Eddie Pan http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-91 Eddie Pan Thu, 01 Nov 2007 04:03:42 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/29/technology-in-science-education/#comment-91 As Jaeho mentioned, activities that require motor skills (such as the use of lab equipment, as in Chemistry) are not usually effectively simulated with traditional computer simulations. I think it's still possible to achieve training of motor skills by using physical simulations that require physical interaction with the simulator environment (such as the full flight simulator Jaeho mentioned), or possibly by using wearable gyroscopic virtual reality equipment (such as a VR helmet, goggles, gloves, and maybe a body suit). Until we get to the "holodeck" from Star Trek, we are just going to have to either be bound by lots of cumbersome equipment, or have to do hybrid physical-computer simulations. But as both Jaeho and Pat mentioned, the best use of simulations is in conjunction with actually performing the activity for real (not simulated). Simulations are good for introductory and developmental training, where the advantages that simulations offer (inexpensive iterations, a low risk environment, customizable and controlled environment) have the greatest impact. Ultimately, though, the purpose of a simulation is to prepare a student to perform the action for real -- so actual performance is necessary as the final test. As Pat said, this "final test" may also be a learning experience itself (and therefore not so "final"). As Jaeho mentioned, activities that require motor skills (such as the use of lab equipment, as in Chemistry) are not usually effectively simulated with traditional computer simulations. I think it’s still possible to achieve training of motor skills by using physical simulations that require physical interaction with the simulator environment (such as the full flight simulator Jaeho mentioned), or possibly by using wearable gyroscopic virtual reality equipment (such as a VR helmet, goggles, gloves, and maybe a body suit). Until we get to the “holodeck” from Star Trek, we are just going to have to either be bound by lots of cumbersome equipment, or have to do hybrid physical-computer simulations.

But as both Jaeho and Pat mentioned, the best use of simulations is in conjunction with actually performing the activity for real (not simulated). Simulations are good for introductory and developmental training, where the advantages that simulations offer (inexpensive iterations, a low risk environment, customizable and controlled environment) have the greatest impact. Ultimately, though, the purpose of a simulation is to prepare a student to perform the action for real — so actual performance is necessary as the final test. As Pat said, this “final test” may also be a learning experience itself (and therefore not so “final”).

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