Computer Simulations with Developing and Using Models in the NGSS Curriculum

Since 2013 the Next Generation Science Standards (NGSS) have been implemented in order to increase the scientific literacy of students (NGSS Leads, 2013). In order to bring the NGSS curriculum into the 21st century, technology should be incorporated along with the Science and Engineering Practices (SEP) to allow students to understand and explain phenomena (Gouvea, & Passmore, 2017; Harris, Sithole, & Kibirige, 2017). The purpose of this study was to investigate the effectiveness of integrating computer simulations in the NGSS science and engineering practice of developing and using models. This study used quantitative nonequivalent groups pretest - posttest quasi-experimental design. Both the control group and treatment group took an eight question pretest. The treatment group received computer simulations to understand an overall phenomena, while the control group received traditional learning methods (e.g., notes or lectures). At the end of the three week study, both groups took the same eight question posttest with the order randomized. After analysis of the data using independent and paired t-tests, both groups had statistically increased their understanding of scientific content. However, there was no statistically significant difference between the control and treatment group. This study shows that computer simulations may not impact student understanding more; however, it does suggest that computer simulations can be just as effective as more traditional teaching methods. Future studies should measure engagement or perception to see if students would enjoy the content more with computer simulations

Factors That Greatly Influence Student Learning in Science Laboratories Remelioration and Inclusive Strategies to Create a Positive, Lasting Impact

This capstone project will consist of modifying Living Environment labs used by teachers in the Greece Central School District. Modification of these labs will reflect current research in science education including Web-based learning, the use of modeling, the impact of various lab styles, and various sociocultural factors. Students will be provided a higher quality laboratory experience which will yield higher academic achievement and understanding of science concepts. Increased academic achievement will further result in credit accrual for students in the Living Environment course and students meeting the minimum laboratory requirement for the Regents exam

Instruction based on computer simulations

Excerpts available at Google Books. For integral text, see publisher's website : http://www.routledge.com/books/details/9780415804615/"Introduction : In the scientific debate on what is the best approach to teaching and learning, a recurring question concerns who should lead the learning process, the teacher or the learner (see e.g., Tobias & Duffy, 2009) ? Poistions takens vary from a preference for direct, expository, teacher-led instruction (Kirschner, Sweller, & Clark, 2006) to fully open student-centered approaches that can be called pure discovery methods (e.g., Papert, 1980), with intermediate positions represented by more or less guided discovery methods (e.g., Mayer, 2004). This discussion also is a recurring theme in this chapter." (http://books.google.fr/books?id=cCD_thHjuxEC&pg=PA446&lpg=PA446&dq=Instruction+based+on+computer+simulations+de+jong&source=bl&ots=tOJ7FdkZow&sig=s8W6OnyU3H7iRLm7wqISfu6CAYE&hl=fr&ei=AZGATviHDMuV0QXewI3KCQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDoQ6AEwAg#v=onepage&q=Instruction%20based%20on%20computer%20simulations%20de%20jong&f=false

Developing Epistemological Values in Students using Microsoft Excel(R) as a Software-Based Support Tool

This thesis project addresses student epistemological values through technology and independent laboratories. The literature provides evidence that students show greater learning when they are prompted to reflect and develop these epistemological values (Davis, 2003 Demetriadis et al., 2011; Edelson & Kyza, 2005; Reiser & Sandoval, 2004). Furthermore, in conjunctions with research that supports prompting, other research advocates for the development and use of more modern technologies (Edelson & Kyza, 2005; Keengwe et al., 2008; Kuhn, 2001; Maddux, 1998). As such, my culmination project consists of two virtual “lab notebooks.” These notebooks are made using Microsoft Excel® and consist of several quasi-intelligent macros that not only provide instant feedback, but also help guide students through the experimental process in a way akin to inquiry. While a completed series of these notebooks would show more scaffolding as the year progressed, the two I have created represent a student’s first and last experience with these notebooks

Modeling with a Conceptual representation: is it necessary? does it Work?

In response to recent educational imperatives in the United States, modeling and systems thinking have been identified as being critical for science learning. In this paper, we investigate models in the classroom from two important perspectives: (1) from the teacher perspective to understand how teachers perceive models and use models in the classroom and (2) from the students perspective to understand how student use model-based reasoning to represent their understanding in a classroom setting. Qualitative data collected from 19 teachers who attended a professional development workshop in the northeastern United States indicate that while teachers see the value in teaching to think with models (i.e., during inquiry practices), they tend to use models mostly as communication tools in the classroom. Quantitative data collected about the modeling practices of 42 middle school students who worked collaboratively in small groups (4–5 students) using a computer modeling program indicated that students tended to engage in more mechanistic and function-related thinking with time as they reasoned about a complex system. Furthermore, students had a typified trajectory of first adding and then next paring down ideas in their models. Implications for science education are discussed

Using Haptic Virtual Reality to Increase Learning Gains and Construct Knowledge of Unobservable Phenomena

This project is designed to be a compilation of ten haptic virtual reality labs using the software zSpace. The labs will follow the NYS Living Environment Standards as well as the Next Generation Science Standards for living environment as well as physical/general science topics for middle school students. The project will be a list of available laboratories along with their appropriate fit into the curriculum and a description of how they fit New York State curriculum standards for the appropriate discipline. The goal of these laboratory assignments is to increase learning gains in students by allowing them to experience scientific phenomena that can often be unrelatable and unobservable