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EDP416 - The Professional

Practice of Educators

Assessment Task 2 – Socio-cultural Pedagogical Situation and Initiative

Cyber-learning – Modelling & simulation

Tony Fisher n8803072 0421 640 940 anthony.fisher@optusnet.com.au

Table of Contents

Introduction ....................................................................................................................................... 2

Socio-cultural pedagogical situation ......................................................................................... 2

Bulimba Creek State High School ............................................................................................................ 2

Tony Fisher – Graduate Teacher ............................................................................................................. 2

Technology adoption at BCSHS ............................................................................................................... 3

Year 10B Science ..................................................................................................................................... 3

Pedagogical situation .............................................................................................................................. 4

Pedagogical initiative ...................................................................................................................... 5

Outline ..................................................................................................................................................... 6

Aims of the project .................................................................................................................................. 6

Elements of the project ........................................................................................................................... 7

Modelling and Simulation ................................................................................................................... 7

3D Printer ............................................................................................................................................ 9

Implementation ..................................................................................................................................... 10

Rational ............................................................................................................................................. 11

Premise .................................................................................................................................................. 11

Modelling and simulation ...................................................................................................................... 12

3D Printing ............................................................................................................................................. 14

Conclusion ........................................................................................................................................ 16

Bibliography .................................................................................................................................... 17

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Embedding Simulation into pedagogy Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation’s workforce that strives to be competitive in the 21st century” (Mayrath, Clarke-Midura, & Robinson, 2012, p. 1).

Introduction

This paper outlines a Pedagogical Initiative developed in response to a socio-cultural

pedagogical situation likely to be encountered by a graduate teacher in the area of

‘technology’. Both the situation and initiative are supported by a theoretically informed

Rationale.

Socio-cultural pedagogical situation

Bulimba Creek State High School

Bulimba Creek State High School (BCSHS) is a co-educational school located in the Brisbane

suburb of Carindale. The school has an enrolment of approximately 1012 students (488 girls,

424 boys) from a diverse range of cultural and social backgrounds, ranging from Years 8 to

12, and will incorporate Year 7 in 2015.

Tony Fisher – Graduate Teacher

Tony Fisher is a recently graduated teacher at BCSHS and has been allocated classes in

middle-school science and senior mathematics. Tony has a relatively strong understanding

of information and communications technology (and indeed simulation technologies)

following previous professional roles as an aeronautical engineer, and in information

security.

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Technology adoption at BCSHS

Following recent initiatives by the Federal (Digital Education Revolution) and State

Governments (Smart Classroom), the school has managed to provide each student with

access to a laptop computer. Most classrooms have an interactive whiteboard and the

School’s ICT department operates intranet and extranet services based on Moodle1.

The school has been quite progressive in ‘digitisation’ of the classroom through the use of

electronic textbooks, online (pre-recorded) lessons, bulletin boards, and the adoption of

some social media, including blogs, Facebook and twitter.

Year 10B Science

Notwithstanding the successful adoption of the various information & communications

technology (ICT) tools, Tony discovers that students in his Year 10B science class find lessons

are boring, and whilst they enjoyed ‘hands-on’ experiments, these tended to be few and far

between. Furthermore, students could not identify with the real world application of the

material and would often ask, “What is the point of doing this?” The class demonstrated a

declining interest in science and it was apparent that many students would not pursue

science subjects into senior school.

1 See http://moodle.org.

Moodle is a learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments. Moodle is provided freely as Open Source software, under the GNU General Public License. Anyone can adapt, extend or modify Moodle for both commercial and non-commercial projects without any licensing fees and benefit from the cost-efficiencies, flexibility and other advantages of using Moodle.

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Staffroom conversations indicated that the other science teachers felt that the curriculum

had become so overloaded, and limitations on practical science demonstrations, often as a

consequence of time constraints and health and safety concerns, meant that students were

failing to ‘experience’ science or connect it to a real world context, and had often

maintained erroneous preconceptions in their class-work (Venville & Dawson, 2012).

There was also a fear that current delivery methods, which relied on strong English language

skills and a very specialised technical lexicon, may be disadvantaging some of the students

from a non-English speaking background.

Technology had merely provided a different platform from which to deliver staid content;

physical texts had been replaced with difficult to browse (explore) digital editions,

‘handouts’ delivered online, and assessment had been reduced to web-based forms.

Pedagogical situation

Tony’s view was that there was a clear ‘cultural digital divide’ between tech-savvy students,

keen to engage with the world through ICT, and a pedagogy that used ICT to simply replicate

traditional, didactic teaching practices. The divide was not so much about access to ICT

resources, but how they were being used.

The National aim of fostering successful learners who “are able to make sense of their world

and think about how things have become the way they are” (MCEETYA, 2008, p. 8) was

failing as teachers taught in a linear fashion, through textbooks and for examinations, albeit

using digital technologies.

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It was also the case that whilst the school attempted to implement a curriculum that was

free of gender, language or ethnic bias, the available textbooks maintained a fundamentally

masculine, Anglo-Celtic hegemony.

The school was yet to leverage the enabling, higher-order, diversified pedagogical

opportunities afforded through ICT, particularly is it relates to using modelling and

simulation technologies for exploration, scaffolded learning, constructivism and problem-

based learning, and assessment (both formative and summative).

Pedagogical initiative

You can tell someone why something is cool

You can show someone why something is cool, or

You can let them discover it for themselves

Dr Gilbert Price (2014)

The range of pedagogical opportunities that may be utilised to redress issues associated with

the Year 10 science students becoming disassociated with the content, coupled with the

overly didactic and narrow approach to delivering an inflated curriculum, are extensive. Any

approach that provides students the opportunity to explore areas of interest and construct

their own knowledge is likely to engage and enthuse students. For example, the school

could increase the level of physical hands-on experimentation, undertake a greater number

of field trips, implement extended experimental investigation (EEI) in Year 10, or develop a

‘live’ context-based curriculum that builds on current national and global issues (or those of

particular interest to the class) (King, 2012).

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Whilst these initiatives must be considered over the medium to longer term, this paper will

focus on enabling some of that activity through the use of ICT simulation and modelling as a

cost-effective and expeditious approach to address the

Outline

This initiative incorporates a structured program through which technology-based modelling

and simulation tools will be introduced into the Year 10 Science classroom as an adjunct to

traditional based learning practices, and the school’s existing use of technology and social

media in the classroom.

In particular, modelling and simulation activities would provide students an appreciation of

how science operates in the real world, and an opportunity to create ‘what-if’ type scenarios

to encourage curiosity and innovative thinking.

The initiative would also incorporate the acquisition of a 3-Dimensional (3D) printer to

deliver a tangible representation of student modelling and simulation activity, where

possible.

Aims of the project

The primary objective of the initiative is to create an enabling pedagogy employing ICT to

engage the Year 10 science class in challenging, inquiry based learning that leverages

students’ own cultural capital and curiosity to counter the detrimental effects on student

engagement resulting from textbook based learning and didactic teaching.

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In particular, the project aims to:

provide a range of modelling and simulation tools that can be used by teachers to

demonstrate scientific concepts, and by students to explore science according to

their own interests and at their own pace

promote inquiry-based learning for the Year 10 Science class so that learners are

“actively engaged in gathering and interpreting evidence and constructing meanings

for themselves” (Hackling M. W., 2012, p. 105)

establish an inexpensive 3D printing capability so that students can create and

manipulate physical models (for example internal organs, aerofoils) as part of their

inquiry.

Elements of the project

The initiative comprises software and hardware elements, some of which will be available at

no cost to the school and some, such as a 3D printer, will require some evaluation and

purchasing activity.

Modelling and Simulation

Modelling and simulation concerns learning experiences that replicate real or invented

circumstances or conditions, allowing students to observe or undertake activities that may

be difficult, or impossible, in the real world. Simulation is particularly useful where the

activity being replicated may be:

too dangerous to undertake in the real world (e.g. a fission reaction)

too time consuming or too complex to undertake in a teaching situation

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something occurring at the micro or atomic level which could not be observed in a

normal classroom situation

too expensive to create.

Modelling and simulations also provide students a platform

from which they can explore and discover through both

guided and unguided exercises. Sometimes referred to as

inquiry learning, this pedagogy allows students to explore

concepts at their own pace, conduct ‘what-if’ scenarios,

and engage with the teacher as a facilitator of learning, as

opposed to the current didactic approach to teaching

science, where the teacher is the owner of knowledge and

the students ‘empty vessels’.

Tools and applications

There already exists a substantial collection of open-source modelling and simulation tools

that are freely available for the school to use and adapt as necessary. That is, other than an

investment in time, there will be little cost to the school in allowing Tony to test some basic

tools in the Year 10 Science classroom.

Figure 2 – SimSketch Planetarium Model (van Joolingen, Bollen, & Leenaars, 2013) (see also http://youtu.be/H_eV66IeQmc)

Figure 3 – Geogebra Tea-Cup ride Tony Fisher (April, 2014)

Figure 1 - Online Labs (http://www.olabs.co.in/?pg=topMenu&id=14):

Chemical Reactions

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3D Printer

In a sense, the acquisition of a 3D printer is a logical extension

of the modelling and simulation activity, producing a tangible

representation of virtual objects created in the cyber world,

that students could manipulate and ‘play’ with.

3D printers work by building up layers of material (from plastics to chocolate) to create a

three dimensional object.

The first 3D printers were patented in the mid-1980s and are now a well-

established industrial technology used for prototyping and manufacturing

products and components across a range of industries.

When introduced, 3D printers would have cost anything between $100,000 to $1M, but

there have been tremendous progress in technology and pricing with printers ranging in

price from $20,000 just three years ago, to less than $2,000 in the current market (ANGELES,

2012). Like the laser printer of the 1980s2, 3D printing is becoming commoditised and

available to the personal users and schools.

2 The Apple LaserWriter was released in 1985 for US$6995 (about $15,000 in 2014 dollars)

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In addition to supporting the science curriculum objectives, student familiarity with 3D

printing and manufacturing concepts will help prepare them for a future where similar

technologies will be increasingly commonplace, across a variety of contexts including

engineering, medicine and art. (Department for Education, 2013)

Our engineers have created and flown a 3D printed metal part for the first time on-board a Tornado fighter jet, paving the way for using 3D printed parts in other military kit. (BAE Systems, 2014)

An 83-year-old woman in Belgium is now the proud owner of what could be possibly the coolest lower jaw in history: a 3D printed titanium mandible replacement. (Liggett, 2012)

Dizingof creates some of the most amazing 3D Printed math art and sculptures in the scene. One of the most striking pieces is called Reaction Diffusion Man, which is created by using a simulation of a process known as Reaction-Diffusion of chemicals. (3D Printing Industry, 2014)

Implementation

The first step in the project will be to undertake a literature review and identify some

particular tools (applications) that are available to the school, and can be strongly linked to

the curriculum. Ideally the tools will be available at little or no cost to the school, and will be

something that can be applied across the science curriculum and to other subject areas

including Mathematics.

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The introduction of simulation and modelling into the Year 10 science classroom is a means

to an end and not an end in itself. That is, the program requires that departmental staff

review and agree on an appropriate implementation of modelling and simulation, perhaps in

the context of a single, pilot unit.

The use of simulation and modelling must be pedagogically scaffolded; it is not sufficient to

simply provide students with simulations and expect them to engage in the absence of some

scaffolding and guidance (Thomas & Milligan, 2004). Further, the implementation of

simulation and modelling tools must be driven by the curriculum.

Rational

Premise

The fundamental bases underpinning this initiative were that the science curriculum had

become overextended, students were failing to see the relevance in the material, and that

the vocabulary used in science may disadvantaging some students.

In a 2001 study, Hackling et al found “Almost 40% of secondary students surveyed …

reported that they never got excited about what they do in science and 22% indicated that

they were almost always bored in science.” (Hackling, Goodrum, & Rennie, 2001)

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In an opinion piece in The Australian, Donnelly quotes Brian Burgess, president of the

Victorian Association of State Secondary Principals, as saying "In this day and age we need to

be encouraging people to learn how to learn; just drowning them in content is an absolute

waste of time" and the Australian Council of Deans of Science has raised concern that the

curriculum "does not set out a coherent scheme of interest drivers engaging students in

science". (Donnelly, 2010)3

Modelling and simulation

This initiative is primarily concerned with constructivism through inquiry-based learning,

emphasising the role of the student in building understanding and making sense of

information (Marsh, 2010).

Inquiry-based learning “involves a process of exploring the natural or material world … that

leads to asking questions, making discoveries, and rigorously testing those discoveries in the

search for new understanding” … “The inquiry process is driven by one’s own curiosity,

wonder, interest, or passion to understand an observation or solve a problem” (National

Science Foundation, 2000). Hildebrand (1998) talks of ‘affective’ instruction, making science

enjoyable, relevant and something students can understand.

3 In January 2014, the author of the opinion piece, Dr Kevin Donnelly, together with Professor Ken Wiltshire AO, have

been engaged by the Australian Government to conduct a review of the Australian Curriculum. The review will evaluate the robustness, independence and balance of the Australian Curriculum, examining the content and development process. (see https://education.gov.au/news/review-australian-curriculum-and-names-reviewers)

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Modelling and simulation provides an adjunct top traditional inquiry-based instruction that

may require undertaking field trips, or using expensive and often limited laboratory

resources. Modelling and simulation applications provide an opportunity for students to

‘play’ with lifelike pedagogical agents and work cooperatively to “develop inquiry skills and

science understandings through their own activity and reasoning about evidence they have

gathered through their first-hand investigation” (Hackling M. W., 2012, p. 106). In addition

to the obvious educational benefits derived from effective [lifelike] simulations they

“capture learners’ imaginations and play a critical motivational role to keep them deeply

engaged in problem solving” (Lester, Stone, & Stelling, 1999).

Simulations encourage cognitive processes, enabling students to manipulate the parameters

to test hypotheses and testing out 'what if' scenarios without fear of real adverse

consequences or harm. These tools can also address student held misconceptions by

offering “opportunities for expressing, evaluating and revising their developing ideas as they

visualise the consequences of their own reasoning” (Hennessy, et al., 2007, p. 138). Further,

effective simulations tools enable learning and exploration within an environment and a

time frame, which is convenient and manageable. (Thomas & Milligan, 2004)

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The effective use of ICTs in the classroom also provides the teacher the opportunity to shift

the instructional model from whole-of-class to small-group or individual instruction. Collins

(2000) reported that a study of Apple Classroom of Tomorrow (ACOT) classrooms,

researchers witnessed a dramatic decrease in teacher-led activities (from some 70 % of class

time when computers were not in use, to less than 10% when computers are in use). The

change was accompanied with an increase in independent or cooperative activities,

providing teachers the opportunity to engage with individual students to address difficulties

and undertake some formative assessment of progress.

3D Printing

Given its nature as an emerging technology in the education space, there has been little

academic research into the pedagogical or other benefits in introducing a 3D printing

capability into schools. Of note, however, was a United Kingdom project to provide 21

schools with funding to purchase a 3D printer, consumables and support. The aim of the

initiative was to “investigate the potential of 3D printing to support innovative and

stimulating ways of teaching STEM [science, technology, engineering and mathematics] and

design subjects” (Department for Education, 2013).

Among other things, the report on the trial found:

3D printers have significant potential as a teaching resource and can have a positive

impact on pupil engagement and learning if schools can master how to use the

printers in an effective and meaningful way.

Schools commented on how motivated their pupils were by using the printer and

that many teachers had become quite passionate about the technology and had

devoted their own time into embedding 3D printing into their teaching practice.

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To maximise the benefits from the technology, schools need to address the

challenges including the development of appropriate embedding of 3D printing into

teaching practices, teacher training and technical support.

“All the pupils who have been involved with the 3D printer so far have been inspired by its

possibilities. The opportunity to realise a concept or idea quickly into a 3D product is an

incredibly powerful teaching tool.” David Jermy - Head of DT, Settlebeck School

(Department for Education, 2013, p. 5)

Figure 4 - The Kings School: Pupils designed and printed objects for use in scientific experiments

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Conclusion

The purpose of this paper was to propose a practical pedagogical initiative that could be

implemented by a graduate to counter a socio-cultural pedagogical situation.

The situation, in this instance, was a Year 10 science class that demonstrated dissatisfaction

and disconnection from the subject.

The initiative involves the adopting of ICT modelling and simulation technologies (including a

3D printing capability) as an adjunct to traditional hands-on experimentation to support an

inquiry based pedagogy that would provide students the opportunity to explore science and

engage them in problem solving and scientific discovery.

The literature is generally supportive of the rationale associated with the initiative, but

recognises that benefits are dependent on how the teacher integrates simulation and

modelling ICTs into their pedagogical approaches. (Cox, Webb, Abbott, Blakeley,

Beauchamp, & Rhodes, 2003)

Through the use of ICT, pupils have improved their understanding of scientific concepts, developed

problem-solving skills, been helped to hypothesise scientific relationships and processes, and

improved their scientific reasoning and scientific explanations. (Cox, Abbott, Webb, Blakeley,

Beauchamp, & Rhodes, 2003, p. 3)

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