Background
Why was the Japan tsunami so destructive? What does the cold virus look like? How hot could the world be in 2100?
These questions are difficult to just answer in text or even in a video. That is where simulations come in.
Thompson, Simonson and Hargrave (1996) have defined simulation as a representation or model of an event (i.e. Japan tsunami), object (i.e. virus), or some phenomenon (i.e. global warming). Within the framework of science education, Akpan and Andre (1999), a computer simulation is the use of the computer to simulate dynamic systems of objects in a real or imagined world. An interactive (computer) simulation takes it one step further by requiring the user to be actively engaged rather than being a passive observer (i.e. watching TV).
Simulations can do one of two things.
1. SIMPLIFY THE REAL-WORLD so that the learner can focus on specific learning objectives. For example, in physics projectile motion problems (i.e. firing a cannon at an angle), air resistance is typically left out of the occasion for introductory student so that the mathematics are "cleaner." Only when the concept is mastered, do the added complexities come into play. Try out the embedded demo below (without air resistance). If you do not have Java on your computer you can access the simulation here.
These questions are difficult to just answer in text or even in a video. That is where simulations come in.
Thompson, Simonson and Hargrave (1996) have defined simulation as a representation or model of an event (i.e. Japan tsunami), object (i.e. virus), or some phenomenon (i.e. global warming). Within the framework of science education, Akpan and Andre (1999), a computer simulation is the use of the computer to simulate dynamic systems of objects in a real or imagined world. An interactive (computer) simulation takes it one step further by requiring the user to be actively engaged rather than being a passive observer (i.e. watching TV).
Simulations can do one of two things.
1. SIMPLIFY THE REAL-WORLD so that the learner can focus on specific learning objectives. For example, in physics projectile motion problems (i.e. firing a cannon at an angle), air resistance is typically left out of the occasion for introductory student so that the mathematics are "cleaner." Only when the concept is mastered, do the added complexities come into play. Try out the embedded demo below (without air resistance). If you do not have Java on your computer you can access the simulation here.
2. REPLICATE THE REAL-WORLD so that it reflects the complexity of real life and forces the learner to think holistically, use inquiry, and conduct several tasks that are dependent on one another. In multi-user virtual environments, often times learners will have different roles and must collaborate with one another in order to achieve solve the overarching problem. The EcoMUVE project from Harvard Graduate School of Education is an excellent example which uses a virtual world in order to teach students about ecosystem science and causal patterns in the real-world.
The storyboard of the Tsunami Warning Simulator shown above is an example of an interactive simulation. There are instances of both simplifying and replicating the real world. My locus of control (end-user) are 6th grade students taking an online Physical Science class. The simulator uses an authentic learning experience by putting the student in the role of the Tsunami Warning Center director. As the director, the student interacts with National Oceanic Atmospheric Administration (NOAA) tsunami data, including NOAA Deep-ocean Assessment and Reporting of Tsunamis (DART) buoy data and Pacific Tsunami Warning Center (PTWC) and Pacific Marine Environmental Lab (PMEL) tsunami models.
Based on the parameters presented in the simulator, individuals will go through a branching design model (aka Choose Your Own Adventure) to determine whether or not a tsunami has been generated and which appropriate tsunami messages and evacuation plans should be put into place.
Based on the parameters presented in the simulator, individuals will go through a branching design model (aka Choose Your Own Adventure) to determine whether or not a tsunami has been generated and which appropriate tsunami messages and evacuation plans should be put into place.