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Reconsidering simulations in science education at a distance: features of effective use
Author(s) -
Blake C.,
Scanlon E.
Publication year - 2007
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2007.00239.x
Subject(s) - set (abstract data type) , computer science , science education , mathematics education , diffraction , selection (genetic algorithm) , simulation , physics , artificial intelligence , optics , psychology , programming language
This paper proposes a reconsideration of use of computer simulations in science education. We discuss three studies of the use of science simulations for undergraduate distance learning students. The first one, The Driven Pendulum simulation is a computer‐based experiment on the behaviour of a pendulum. The second simulation, Evolve is concerned with natural selection in a hypothetical species of a flowering plant. The third simulation, The Double Slit Experiment deals with electron diffraction and students are provided with an experimental setup to investigate electron diffraction for double and single slit arrangements. We evaluated each simulation, with 30 students each for The Driven Pendulum and Evolve simulations and about 100 students for The Double Slit Experiment . From these evaluations we have developed a set of the features for the effective use of simulations in distance learning. The features include student support, multiple representations and tailorability.