1 / 10

Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson,

Incorporating simulations in the classroom: a survey of research results from the Physics Education Technology Project. Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson, Ron LeMaster, Sam Reid, Noah Podolefsky and Carl Wieman. Funding: Kavli Foundation NSF. PER Group CU-Boulder.

meryl
Download Presentation

Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Incorporating simulations in the classroom:a survey of research results from the Physics Education Technology Project Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson, Ron LeMaster, Sam Reid, Noah Podolefsky and Carl Wieman Funding: Kavli Foundation NSF PER Group CU-Boulder

  2. What is PhET? • Highly interactive, visual simulations (~35) • Learning and teaching physics • Fun, bridge to real world, open, visual/conceptual models • Research-based and user-tested • Freeware, Online or downloadable phet.colorado.edu Show example simulation

  3. Use and effectiveness Type of Use Research Data Independent Interviews Pre-class assignments vs. Reading vs. real demo vs. static pict/words Lecture Visual Aids, ILDs, & Concept tests vs. real equipment Lab Homework vs. no sim

  4. Effectiveness for student learning:Lecture A snapshots at different times. B C Violin string and harmonics: Show wave on a string When the string is in position B, instantaneously flat, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 nosim: 27% 2003 sim: 71% Follow up question: At position C, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 nosim: 23 % 2003 sim: 84%

  5. Effectiveness for student learning:Lab: Circuits Traditional Group (N=132) Simulation Group (N=99) Constructed circuits Predict/measure equivalent resistance Predict/observe/explain circuit behavior Show CCK Sim: Circuit Construction Kit (CCK) Real parts Circuit Challenge: Predict/observe/explain circuit behavior Real parts Real parts

  6. Results for Lab Study CCK 1 30 TRAD 0.8 25 20 0.6 Fraction Correct Time (min) 15 0.4 10 0.2 5 0 0 q1 q2 q3 cntl CCK TRAD Control Question Conceptual Understanding Data: Final Exam Data: Time to build circuit Real circuit construction Mean score on Q1-Q3: CCK = 0.59 , TRAD = 0.48 Statistically different, p<0.001

  7. Summary: Two studies: simulations effective for learning Not necessarily true, research/testing is critical phet.colorado.edu PhET Exhibit Booth Laptops to explore sims Posters on: • Project Overview • Design principles • Design philosophy Website

  8. END

  9. CCK Challenge Time (min) Lab type

  10. Pre-Lecture Assignments • Some simulations are effective with a single question • Others require instruction or more carefully designed guidance No sim With sim With sim

More Related