inquiry-based whole-class teaching with computer simulations in physics
TRANSCRIPT
Utrecht University
Freudenthal Institute
Faculty of Science
Inquiry-Based Whole-Class Teachingwith Computer Simulations in Physics
dr. Nico Rutten
dr. Jan T. van der Veen
Prof.dr. Wouter R. van Joolingen
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FI lunch meeting - presentation Nico Rutten
why?when?and how?
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FI lunch meeting - presentation Nico Rutten
EXAMPLE
Computer simulations are programs basedon a scientific model
of a systemor process.
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FI lunch meeting - presentation Nico Rutten
reference: de Jong, T., 1998, Scientific discovery learning with computer simulations of conceptual
domains
FI lunch meeting - presentation Nico Rutten
FI lunch meeting - presentation Nico Rutten
IN REALITY THE PHENOMENONIS/GOES…
too small too big too fast too slow
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orientation
hypothesis
experiment
conclusion
FI lunch meeting - presentation Nico Rutten
INQUIRYLEARNING
EXPOSITORYTEACHING
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Learners experiment and construct knowledge as ‘scientists’:
They provide the simulation with input,
observe the output,
draw their conclusions,
and go to the next experiment.
INQUIRY LEARNING
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FI lunch meeting - presentation Nico Rutten
reference: de Jong, T., 1998, Self-directed learning in simulation-based discovery environments
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If the needsof the learner are:
levels of Bloom’sTaxonomy
The role of the instructor is:The appropriate
technology is:
INFORMATIONstructure, direction,
encouragement
knowledgeDIRECTOR, EXPERT, AUTHORITY
lecturing, demonstrating,assigning, reinforcing
PRESENTATION SOFTWAREPowerpoint, Authorware
compre-hension
TRY-OUT,DEVELOP SKILLS
practice, probe, interaction
application CO-LEARLER, ENVIRONMENT SETTER,
MANAGERinteracting, questioning,
giving feedback,coordinating
INTERACTIVE SOFTWAREbrowsers, e-mail,
news groups, simulations
analysis
CREATIVITY, INNOVATIONexperiment,
explore, internal awareness,team work
synthesis FACILITATOR, GUIDE,
DELEGATORproviding resources
& support, negotiating
COLLABORATIVE & CREATIVEthreaded discussions,
instant messaging,authoring software
evaluation
reference: Salinas, M.F., 2008, From Dewey to Gates - A model to integrate psychoeducational
principles in the selection and use of instructional technology
10-4-2015
FI lunch meeting - presentation Nico Rutten
The purpose of the present study was to investigate
relations between teachers‘ use of computer simulations
in whole-class teaching,and teachers' and students' attitudes and learning goals
regarding such use of computer simulations.
OBSERVATIONS
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10-4-2015
FI lunch meeting - presentation Nico Rutten
10-4-2015
FI lunch meeting - presentation Nico Rutten
Coding scheme for lesson observations
questions posed by the teacher that are related to physics
codes application examples
What kind of question is it?
recallQuestions that students should be able to answer with the knowledge they already have.
“In what unit is this variable measured?“
predictionStudents are asked to predict howa phenomenon will develop further before this has actually happened.
“What happens if that variable is doubled?”
observationThe teacher inquires about what students observe at that moment.
“And what do you see right now?”
explanationStudents are asked to explain howit is that a phenomenon has developed in a certain way.
“Now how do you explain this result?“
Who answers the question?
teacherThe question of the teacher is answered by the teacher him-/herself.
student The question of the teacher is answered by a student.
orientation
hypothesis
experiment
conclusion
INQUIRY LEARNING
10-4-2015
FI lunch meeting - presentation Nico Rutten
Teacher asksfor a
prediction.
Teacher asksfor an
observation.
Teacher asksfor an
explanation.
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FI lunch meeting - presentation Nico Rutten
Note. N = 24; *p < .05 (2-tailed); **p < .01 (2-tailed).
Pearson correlations
variableStudent-
Response-Rate
Inquiry-Cycle-Score
M factor motiva-
tion
M factor insight
M factor inspira-
tiondata source
lesson observations
Student-Response-Rate
1
Inquiry-Cycle-Score
-.45* 1
question-naires
M factor motivation
.43* .32 1
M factorinsight
.14 .50* .70** 1
M factor inspiration
.22 .00 .62** .55** 1
10-4-2015
FI lunch meeting - presentation Nico Rutten
CONCLUSIONS
The more one’s
teaching approach resembles the inquiry cycle,
The more one’s
teaching approachis student-centered,
the more students are
convinced that teaching with computer
simulations contributes
to their insight.
the more students are
convinced that teaching with computer
simulations contributes
to their motivation.
10-4-2015
FI lunch meeting - presentation Nico Rutten
http://bit.ly/NRutten (case sensitive)