ERIC Number: EJ925870
Record Type: Journal
Publication Date: 2011-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
New Pedagogies on Teaching Science with Computer Simulations
Khan, Samia
Journal of Science Education and Technology, v20 n3 p215-232 Jun 2011
Teaching science with computer simulations is a complex undertaking. This case study examines how an experienced science teacher taught chemistry using computer simulations and the impact of his teaching on his students. Classroom observations over 3 semesters, teacher interviews, and student surveys were collected. The data was analyzed for (1) patterns in teacher-student-computer interactions, and (2) the outcome of these interactions on student learning. Using Technological Pedagogical Content Knowledge (TPCK) as a theoretical framework, analysis of the data indicates that computer simulations were employed in a unique instructional cycle across 11 topics in the science curriculum and that several teacher-developed heuristics were important to guiding the pedagogical approach. The teacher followed a pattern of "generate-evaluate-modify" (GEM) to teach chemistry, and simulation technology (T) was integrated in every stage of GEM (or T-GEM). Analysis of the student survey suggested that engagement with T-GEM enhanced conceptual understanding of chemistry. The author postulates the affordances of computer simulations and suggests T-GEM and its heuristics as an effective and viable pedagogy for teaching science with technology.
Descriptors: Computer Simulation, Heuristics, Student Surveys, Chemistry, Science Teachers, Pedagogical Content Knowledge, Science Curriculum, Science Instruction, Science Education, Case Studies, Classroom Observation Techniques, Academic Achievement, Models, Technology Integration
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A