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ERIC Number: EJ847071
Record Type: Journal
Publication Date: 2009-May
Pages: 5
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-8756-3894
Punk Rock Fish: Applying a Conceptual Framework of Simulations in a High School Science Classroom
Helms, Samuel
TechTrends: Linking Research and Practice to Improve Learning, v53 n3 p49-53 May 2009
Like other learning tools, simulations benefit from an instructional context. To use Gagne and Briggs' model as an example, the learner should first be reminded of the prerequisite learnings, informed of the objectives, and his/her attention gained before being presented with the learning material. Research regarding simulations in education suggests a similar context, with some specific variations related to simulations. This research identified a general outline of three "phases" or steps: (1) introduce the simulation to the learner; (2) use the simulation; and (3) debrief the learners. Introducing the simulation to the learner takes into account prerequisite learnings the students will need to use the simulation, as well as learning the rules of the simulation. Some research will be examined that posits guidelines for using simulations. This study examines how a researched framework for introducing and using a simulation in a learning context works in practice. In this case, the researched framework was used to construct a learning experience on aquatic ecosystems for a high school science classroom. The simulations used in this study are aquariums set up and maintained by the participants. As the lead investigator, the author observed how learning was transferred to different contexts at various points in the framework. (Contains 2 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A