Computer simulations to stimulate scientific problem solving

Abstract

Computer simulations were employed by high school biology students in an attempt to enhance their problem solving skills. The simulations were administered under two conditions: (a) unguided discovery and (b) guided discovery. In addition, a control group received no simulations. To ascertain the effectiveness of the simulations in enhancing problem solving abilities, performance was compared on (a) subsequent unit pretests, (b) standardized tests measuring scientific thought processes, and (c) a standardized test of critical thinking. The results indicate that (a) the students using the simulations met the unit objectives at least as well as the control students, and (b) the students using the guided version of the simulations surpassed the other students on the subsequent simulation pretests, on the tests of scientific thinking, and on the test of critical thinking. The authors discuss the apparent usefulness of the programs in terms of the opportunities they provide students (a) to be actively involved in the learning process and (b) to repeatedly practice applying principles that would otherwise be practiced much less often.

Scientific Discovery Learning with Computer Simulations of Conceptual Domains

“…Theories on scientific discovery learning are usually based on theories of scientific discovery. Rivers and Vockell (1987), for example, describe a plan (design experiment), execute (carry out experiment and collect data), and evaluate (analyze data and develop hypothesis) cycle.…”

“…learning from "pure" simulation (containing conceptual models) with learning from some form of expository instruction (computer tutorial, classroom) cover a variety of domains, such as biology (Rivers & Vockell, 1987), economics (Grimes & Willey, 1990), Newtonian mechanics (Rieber, Boyce, & Assad, 1990;Rieber & Parmley, 1995), and electrical circuits (Carlsen & Andre, 1992;Chambers et al, 1994). Sometimes the single simulation is compared to expository instruction (Rieber & Parmley, 1995), but quite often a comparison is made between a simulation embedded in a curriculum or expository instruction and the curriculum or expository instruction as such (Carlsen & Andre, 1987;Chambers et al, 1994;Grimes & Willey, 1990;Rieber et al, 1990;Rivers & Vockell, 1987).…”

Introduction. Modélisation et simulation dans l'enseignement scientifique : usages et impacts

“…Ainsi, de nombreuses études avaient, de longue date, comparé les effets sur l'apprentissage d'un enseignement basé sur une simulation, par rapport à celui réalisé de façon transmissive sous forme d'exposé. Des domaines tels que la biologie (Rivers & Vockell, 1987), la mécanique (Rieber, Boyce & Assad, 1990), ou bien encore l'élec-tricité (Carlsen & Andre, 1992), avaient notamment été abordés. D'autres travaux (de Jong et al, 1999) montraient que l'apprentissage au moyen de la simulation était plus effi cace dans un environnement qui offrait des possibilités d'investigation et de découverte.…”

Simulaciones computacionales en la enseñanza de la física: una revisión crítica de los últimos años

“…Acompañando a este crecimiento, la comunidad de investigadores en enseñanza de la física se preocupó por estudiar los beneficios y aportes que podían tener estas representaciones en el aprendizaje. Desde la década de los ochenta, se publicaron diversos artículos en el intento de iluminar este nuevo campo de la enseñan-za de la física (Rivers y Vockell, 1987;Wilson y Redish, 1989;Redish, 1993;De Jong et al, 1998). Durante las últimas dos décadas esta área ha sido foco de numerosas publicaciones, lo que denota la intensa actividad sobre estos nuevos desafíos producidos por la tecnología.…”