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This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds support specific aims of such pedagogical approaches for students.
Book Synopsis Simulations as Scaffolds in Science Education by : Maggie Renken
Download or read book Simulations as Scaffolds in Science Education written by Maggie Renken and published by Springer. This book was released on 2015-11-24 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds support specific aims of such pedagogical approaches for students.
Abstract: Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative assessment of inquiry, we describe a novel approach for evaluating, tracking, and scaffolding inquiry process skills. These skills are demonstrated as students experiment with computer-based simulations. In this work, we focus on two skills related to data collection, designing controlled experiments and testing stated hypotheses. Central to this approach is the use and extension of techniques developed in the Intelligent Tutoring Systems and Educational Data Mining communities to handle the variety of ways in which students can demonstrate skills. To evaluate students' skills, we iteratively developed data-mined models (detectors) that can discern when students test their articulated hypotheses and design controlled experiments. To aggregate and track students' developing latent skill across activities, we use and extend the Bayesian Knowledge-Tracing framework (Corbett & Anderson, 1995). As part of this work, we directly address the scalability and reliability of these models' predictions because we tested how well they predict for student data not used to build them. When doing so, we found that these models demonstrate the potential to scale because they can correctly evaluate and track students' inquiry skills. The ability to evaluate students' inquiry also enables the system to provide automated, individualized feedback to students as they experiment. As part of this work, we also describe an approach to provide such scaffolding to students. We also tested the efficacy of these scaffolds by conducting a study to determine how scaffolding impacts acquisition and transfer of skill across science topics. When doing so, we found that students who received scaffolding versus students who did not were better able to acquire skills in the topic in which they practiced, and also transfer skills to a second topic when was scaffolding removed. Our overall findings suggest that computer-based simulations augmented with real-time feedback can be used to reliably measure the inquiry skills of interest and can help students learn how to demonstrate these skills. As such, our assessment approach and system as a whole shows promise as a way to formatively assess students' inquiry.
Book Synopsis Real-time Assessment, Prediction, and Scaffolding of Middle School Students' Data Collection Skills Within Physical Science Simulations by : Michael A. Sao Pedro
Download or read book Real-time Assessment, Prediction, and Scaffolding of Middle School Students' Data Collection Skills Within Physical Science Simulations written by Michael A. Sao Pedro and published by . This book was released on 2013 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative assessment of inquiry, we describe a novel approach for evaluating, tracking, and scaffolding inquiry process skills. These skills are demonstrated as students experiment with computer-based simulations. In this work, we focus on two skills related to data collection, designing controlled experiments and testing stated hypotheses. Central to this approach is the use and extension of techniques developed in the Intelligent Tutoring Systems and Educational Data Mining communities to handle the variety of ways in which students can demonstrate skills. To evaluate students' skills, we iteratively developed data-mined models (detectors) that can discern when students test their articulated hypotheses and design controlled experiments. To aggregate and track students' developing latent skill across activities, we use and extend the Bayesian Knowledge-Tracing framework (Corbett & Anderson, 1995). As part of this work, we directly address the scalability and reliability of these models' predictions because we tested how well they predict for student data not used to build them. When doing so, we found that these models demonstrate the potential to scale because they can correctly evaluate and track students' inquiry skills. The ability to evaluate students' inquiry also enables the system to provide automated, individualized feedback to students as they experiment. As part of this work, we also describe an approach to provide such scaffolding to students. We also tested the efficacy of these scaffolds by conducting a study to determine how scaffolding impacts acquisition and transfer of skill across science topics. When doing so, we found that students who received scaffolding versus students who did not were better able to acquire skills in the topic in which they practiced, and also transfer skills to a second topic when was scaffolding removed. Our overall findings suggest that computer-based simulations augmented with real-time feedback can be used to reliably measure the inquiry skills of interest and can help students learn how to demonstrate these skills. As such, our assessment approach and system as a whole shows promise as a way to formatively assess students' inquiry.
The book "Simulation and Gaming" discusses the following topics and research areas: game-based methods of problem solution and data processing, analysis, and information mining; educational games and game features, including game characteristics, story, mechanics, and methodology; development of integrated games tasked with helping students in interpreting, translating, and manipulating the field of kinematics through formal presentations; possibility of research integration through real and practical examples and games as well, in the field of physics; analysis of game engines from various aspects such as modularity, performance, and usability; virtual reality (VR) and interaction mechanisms used for three-dimensional (3D) game development; analysis, development, design, implementation, and evaluation of the simulation model in the field of engineering and metallurgy, according to ADDIE model; concept of computational thinking, with an accent on its inclusion in compulsory education; overview of the current prominence of AI simulation based in the gaming leisure industry, mainly for research purposes in the context of gambling and forecasting of online casino patron's churn behavior; innovative modeling and simulation approach using newly proposed advanced game-based mathematical framework, unified game-based acquisition framework, and a set of war-gaming engines to address the challenges for acquisition of future space systems; modification of simulation of a complex system and a physics model through programming, achieved with a block-based programming language.
Book Synopsis Simulation and Gaming by : Dragan Cvetković
Download or read book Simulation and Gaming written by Dragan Cvetković and published by BoD – Books on Demand. This book was released on 2018-02-14 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book "Simulation and Gaming" discusses the following topics and research areas: game-based methods of problem solution and data processing, analysis, and information mining; educational games and game features, including game characteristics, story, mechanics, and methodology; development of integrated games tasked with helping students in interpreting, translating, and manipulating the field of kinematics through formal presentations; possibility of research integration through real and practical examples and games as well, in the field of physics; analysis of game engines from various aspects such as modularity, performance, and usability; virtual reality (VR) and interaction mechanisms used for three-dimensional (3D) game development; analysis, development, design, implementation, and evaluation of the simulation model in the field of engineering and metallurgy, according to ADDIE model; concept of computational thinking, with an accent on its inclusion in compulsory education; overview of the current prominence of AI simulation based in the gaming leisure industry, mainly for research purposes in the context of gambling and forecasting of online casino patron's churn behavior; innovative modeling and simulation approach using newly proposed advanced game-based mathematical framework, unified game-based acquisition framework, and a set of war-gaming engines to address the challenges for acquisition of future space systems; modification of simulation of a complex system and a physics model through programming, achieved with a block-based programming language.
Download or read book written by and published by IOS Press. This book was released on with total page 3525 pages. Available in PDF, EPUB and Kindle. Book excerpt:
At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Book Synopsis Learning Science Through Computer Games and Simulations by : National Research Council
Download or read book Learning Science Through Computer Games and Simulations written by National Research Council and published by National Academies Press. This book was released on 2011-05-12 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Book Synopsis Learning Science Through Computer Games and Simulations by : National Research Council
Download or read book Learning Science Through Computer Games and Simulations written by National Research Council and published by National Academies Press. This book was released on 2011-04-12 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
This paper is a review of literature about the use of computer simulations in science education. This review examines types and examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education. The literature suggests that the success of computer simulations use in science education depends on how they are incorporated into curriculum and how teachers use them. The most appropriate use of computer simulations seems that they are used as supplementary tools for classroom instruction and lab activities. Multimedia supported, highly interactive, collaborative computer simulations appeal growing interest because of their potential to supplement constructivist learning. They offer inquiry environments and cognitive tools to scaffold learning and apply problem-solving skills. Computer simulations are good tools to improve students' hypothesis construction, graphic interpretation, and prediction skills. This literature review also implied that computer simulations have potential for distance education laboratories. This area is elusive and needs to be researched further. (Contains 2 figures and 2 tables.) [Abstract modified to meet ERIC guidelines.].
Book Synopsis Computer Simulations in Science Education by : Sami Sahin
Download or read book Computer Simulations in Science Education written by Sami Sahin and published by . This book was released on 2006 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper is a review of literature about the use of computer simulations in science education. This review examines types and examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education. The literature suggests that the success of computer simulations use in science education depends on how they are incorporated into curriculum and how teachers use them. The most appropriate use of computer simulations seems that they are used as supplementary tools for classroom instruction and lab activities. Multimedia supported, highly interactive, collaborative computer simulations appeal growing interest because of their potential to supplement constructivist learning. They offer inquiry environments and cognitive tools to scaffold learning and apply problem-solving skills. Computer simulations are good tools to improve students' hypothesis construction, graphic interpretation, and prediction skills. This literature review also implied that computer simulations have potential for distance education laboratories. This area is elusive and needs to be researched further. (Contains 2 figures and 2 tables.) [Abstract modified to meet ERIC guidelines.].
The role of technology in educational settings has become increasingly prominent in recent years. When utilized effectively, these tools provide a higher quality of learning for students. Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies.
Book Synopsis Optimizing STEM Education With Advanced ICTs and Simulations by : Levin, Ilya
Download or read book Optimizing STEM Education With Advanced ICTs and Simulations written by Levin, Ilya and published by IGI Global. This book was released on 2017-06-05 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of technology in educational settings has become increasingly prominent in recent years. When utilized effectively, these tools provide a higher quality of learning for students. Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies.
Technology-enhanced learning is a timely topic, the importance of which is recognized by educational researchers, practitioners, software designers, and policy makers. This volume presents and discusses current trends and issues in technology-enhanced learning from a European research and development perspective. This multifaceted and multidisciplinary topic is considered from four different viewpoints, each of which constitutes a separate section in the book. The sections include general as well as domain-specific principles of learning that have been found to play a significant role in technology-enhanced environments, ways to shape the environment to optimize learners’ interactions and learning, and specific technologies used by the environment to empower learners. An additional section discusses the work presented in the preceding sections from a computer science perspective and an implementation perspective. This book comes out of the work in Kaleidoscope: a European Network of Excellence in which over 1,000 people from more than 90 institutes across Europe participate. Kaleidoscope brings together researchers from diverse disciplines and cultures, through their collaboration and sharing of scientific outcomes, they are helping move the field of technology-enhanced learning forward.
Book Synopsis Technology-Enhanced Learning by : Nicolas Balacheff
Download or read book Technology-Enhanced Learning written by Nicolas Balacheff and published by Springer Science & Business Media. This book was released on 2009-03-24 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology-enhanced learning is a timely topic, the importance of which is recognized by educational researchers, practitioners, software designers, and policy makers. This volume presents and discusses current trends and issues in technology-enhanced learning from a European research and development perspective. This multifaceted and multidisciplinary topic is considered from four different viewpoints, each of which constitutes a separate section in the book. The sections include general as well as domain-specific principles of learning that have been found to play a significant role in technology-enhanced environments, ways to shape the environment to optimize learners’ interactions and learning, and specific technologies used by the environment to empower learners. An additional section discusses the work presented in the preceding sections from a computer science perspective and an implementation perspective. This book comes out of the work in Kaleidoscope: a European Network of Excellence in which over 1,000 people from more than 90 institutes across Europe participate. Kaleidoscope brings together researchers from diverse disciplines and cultures, through their collaboration and sharing of scientific outcomes, they are helping move the field of technology-enhanced learning forward.
Book Synopsis Conference Proceedings. New Perspectives in Science Education by : Pixel
Download or read book Conference Proceedings. New Perspectives in Science Education written by Pixel and published by libreriauniversitaria.it Edizioni. This book was released on 2017 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:
