线上电脑模拟的设计,应用,与研究.ppt

線上電腦模擬的設計、應用、與研究,劉漢欽 國立嘉義大學教育科技研究所,Agenda,About computer simulations Projects Design Application Research,所謂”模擬” (Simulations):,The technique of imitating the behaviour of some situation or process (whether economic, military, mechanical, etc.) by means of a suitably analogous situation or apparatus, especially for the purpose of study or personnel training. - Oxford English Dictionary,模擬的重要特質 (Gredler, 2004),An adequate model of the complex real-world situation with which the student interacts (referred to as fidelity or validity), A defined role for each participant, with responsibilities and constraints, A data-rich environment that permits students to execute a range of strategies, from targeted to “shotgun” decision making, and Feedback for participant actions in the form of changes in the problem or situation.,電腦模擬的大概分類 (Gredler, 2004),實驗性模擬（Experimental simulations） Social process simulations Diagnostic simulations Data management simulations 符號、數字性模擬（Symbolic simulations） Laboratory research simulations System simulations 其他 Problem-based exercises with simulated materials Virtual reality,Why Computer Simulations in Science Classrooms?,避免實際實驗的危險性 方便重複實驗 降低實驗成本 減少影響實驗觀察的變項 視覺化微觀或是分子層面的自然現象 視覺化事件或程序的流程 促進合作式學習,電腦模擬設計與使用實例,The Use and Improvement of ThinkerTools in Learning of Newtonian Motion Among Middle School Students. Research on the use of ThinkerTools package and improvement of ThinkerTools software. Chemistry Experiment Simulations and Conceptual Computer Animations. Chemical Education Research Group, Department of Chemistry, Iowa State University, 2001-2004.,ThinkerTools,由 The Graduate School of Education at University of California 和 Berkeley and the Educational Testing Service 共同開發,http:/thinkertools.berkeley.edu:7019/index.html,ThinkerTools,麥金塔系統上的牛頓力學模擬工具。,ThinkerTools,學生可以改變運動物體運動時的相關變數。,ThinkerTools,利用真實的實驗和模擬來鷹架科學探索。,Reasons,How students interact with ThinkerTools?,We sought to understand students' attitudes toward the interface and navigation design of ThinkerTools.,Reasons,Will ThinkerTools motivate student learning?,The use of animation made the visualization process microscopic level crystal structure easier of and motivated students in learning (Khoo & Koh, 1998). Simulation drew students attention and motivated students in learning (Reiber, 1991). We sought to reexamine the effectiveness of using ThinkerTools package to promote student learning of Newton's laws of motion.,Reasons,Will students have problems using ThinkerTools?,We tried to investigate variables such as the responses from the software and the setup of the computers that influence students attitude toward ThinkerTools.,Student Activities,Computer simulations Practices Rules Hands-on experiments Computer simulations Hypothesis Experiment design & Investigation Analysis & model-bulding Evaluation Homework,Data,Pretest In-class observations Student homework Questionnaire Interview Posttest,Results,Students were interested in using ThinkerTools “I like them now more since I used the program. Now its more interesting.” “It was like easy to work with or some parts of it were easy to work with. And I also playing with it; it was some kind of like fun.”,Results,Students liked to make their own experiments “I like being able to change different things about it like the friction amount, gravity, things like that.” “ the interaction because you could actually participate, and like make your own game. An so then you would know how you set it up and so you know all the factors that affecting it. And so you get the overall picture.” “I really enjoy the creating your own experiment because it allows you to work on what you need to work on like directions and stuff and also the friction and weight.”,Results,The delay of response confused students “Well sometimes when you were giving the impulses, it wouldn't react yeah they need to be a little faster.”,Results,The instruction needs to be more explicit for students to understand “The instructions are kind of hard to understand.” “Theres too much information passes on you.” “The instruction is not clear enough.”,Results,The limited working area limits students vision of the object “When the ball went out of the screen, you couldn't see where it was going. So you would probably look for it. like you have to keep it run repeatedly or something, you keep doing it.” Students could possibly build alternative conceptions with the use of computer simulations in learning.,simNewton Project,Inspired by ThinkerTools (White & Frederiksen, 1998). An interactive simulation of force-and-motion phenomena. Purpose Students can experiment with and modify the simulation in various ways, Seek to help students develop and investigate models of force and motion. 教育部校園軟體創作競賽中小學組第二名,Screen Shot,不受作業系統限制 檔案較小，下載較快 整合模組於同一介面 部分功能有設計上的困難，e.g. 使用者自訂功能 部分物理變項無法加入，e.g. 空氣阻力,simNewton Project,The Design of simNewton,ActionScript programming language Newtons laws of motion principles Modules of different tasks Teacher-designed activities and student-controlled exploration,Students Areas of Difficulty,Scientific Reasoning Thinking Logically, Using Abstract Ideas Applying Mathematics to Science Memorizing Rather Than Understanding Problem Solving Conceptual Understanding Abandoning “common” notions about how the world works Many students use rote memorization of a formula or application of an algorithm to generate an answer but they do not understand the fundamental concepts underlying the problem.,Chemistry Experiment Simulations and Conceptual Computer Animations,Three Levels of Representation (Johnstone, 1987),Macroscopic level actual materials (simulations) Microscopic level animations or diagrams depicting the particulate nature of matter (atoms, molecules, ions) Symbolic level chemical equations, mathematical symbols, formulas,Chemistry Experiment Simulations and Conceptual Computer Animations,Chemistry Experiment Simulations and Conceptual Computer Animations,Purpose Used by chemistry instructors in presentations. Used by students on their own or in group-work. Extend and improved from prior Macromedia Director products. Components Macromedia Flash Simulations WebCT PHP web pages MySQL database,Chemistry Experiment Simulations and Conceptual Computer Animations,Structure,WebCt,Announcement,Simulations,Tutorial,PHP Web Site,Simulations,Tutorial,Feedback,Management,Usage of Simulations,MySQL Database,Management,Stage 1,Stage 2,Chemistry Experiment Simulations and Conceptual Computer Animations,Mechanism,Students,Input,Output,PHP Pages,Flash Simulation,MySQL Database,ActionScript,PHP+SQL Queries,Stage 1,Stage 2,Name Section Log in time Log out time Duration Selections Feedback,Sample Comments,“I teach an Chemistry course at XY. I recently came across your chemistry website and have been using the sims to augment my instruction. It's wonderful to show various metals in aq solutions and the REDOX that does or does not ensue. The micro-level animations are especially helpful for the students to see. I simply wanted to let you know what a wonderful job you have done. Thanks for making this material available.”,Chemistry Experiment Simulations and Conceptual Computer Animations,Sample Comments,“Im having my classes use one of your Gas Law simulations titled, Effusion Experiment Version 4 Flash 12.11.01. It has three unknown gases with it, and I was wondering if you knew what the identities of the gases were? I have some students that would really like to know if they have correctly figured out the identity of the gas. They found the molar mass to be 122 g/mol. Any help would be greatly appreciated! Thanks.”,Chemistry Experiment Simulations and Conceptual Computer Animations,Known Users,20 AP chemistry teachers 15 international chemistry teachers Oklahoma State University University of Oklahoma US Air Force Academy North Carolina State University University of North Carolina - Wilmington University of Wisconsin-Platteville, St. Ambrose University - Davenport, IA,Chemistry Experiment Simulations and Conceptual Computer Animations,使用電腦模擬學習電化學原理的研究探討,Purposes of the study,Under the framework of active learning strategy, How computer simulations promote interactions between peers, and how these interactions affect student understanding? How students prior knowledge affect the ways they interact with the computer programs. How students with different levels of prior knowledge interact with their peers and how the interactions affect students understanding of chemistry concepts with the help of computer simulations.,理論基礎 Dual Coding Theory (Paivio, 1986). Conceptual Change (Posner, Strike, Hewson, & Gertzog, 1982).,使用電腦模擬學習電化學原理的研究探討,Participants and Design: A qualitative case study research design Purposive sampling 6 first-year college non-chemistry major students. 3 groups (high-high, high-low, low-low) selected according to their Chemistry diagnostic test scores.,使用電腦模擬學習電化學原理的研究探討,使用電腦模擬學習電化學原理的研究探討,Computer simulations: Activity series of metals simulation Voltaic Cell simulation Voltaic cell (electromotive force) and concentration simulation Electrolysis simulation *Students answer questions on tutorials that came with the simulations.,使用電腦模擬學習電化學原理的研究探討,Figure 1. Activity series of metals,使用電腦模擬學習電化學原理的研究探討,Figure 2. Voltaic cell,使用電腦模擬學習電化學原理的研究探討,Figure 3. Voltaic cell (electromotive force) and concentration,Sample question: Construct an electrochemical cell for which the EMF of the cell is greater than +1.10 V. Before doing the simulation, predict the EMF of the cell. Your prediction: _,使用電腦模擬學習電化學原理的研究探討,Figure 4. “Electrolysis” simulation.,Data analysis: Constant comparison (Strauss & Corbin, 1990). Categorizing and refining categories was repeated on until patterns and themes were identified from student interactions. Usage of he simulations, answers for tutorial questions, and final examination items were used as “Data triangulation” (Denzin, 1978).,使用電腦模擬學習電化學原理的研究探討,Results: Main themes Using simulations as tools for visualization Solving problems with simulations The impact of prior knowledge,使用電腦模擬學習電化學原理的研究探討,Discussion: High prior knowledge level students planed before trying the simulation while low prior knowledge level students worked on the simulations in trial-and-error manner. High prior knowledge level students made more connections between animations and chemical equations/formulas than did the low prior knowledge level students. The molecular level animations made chemical equations explicit to students and help them build mental model of chemical reaction. The simulations worked as vehicles to promote interaction between group members.,使用電腦模擬學習電化學原理的研究探討,Discussion: High prior knowledge level group member is needed as the “explanation provider” (Webb, Troper, & Fall, 1995) when works in groups. Support system needs to be considered for low prior knowledge level students. It was the overall activities rather than computer simulations alone, that promoted interactions between group members.,使用電腦模擬學習電化學原理的研究探討,References,Denzin, K. (1978) The Research Act, New York: McGraw-Hill. Gredler, M. E. (2004). Educational game and simulations: A technology in search of a (research) paradigm. In: Jonassen, David H., Ed., Handbook of Research on Educational and Communications Technology. New York, NY. 521-540. Johnstone, A. H. (1982). Macro - and micro - chemistry. School Science Review, 64, 377-379. Khoo, G. & Koh, T. (1998). Using visualization and simulation tools in tertiary science education. Journal of Computers in Mathematics and Science Teaching, 17(1), 5-20. Paivio, A. (1986). Mental representations: A dual coding approach.New York: Oxford University Press. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318-328. Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage. Webb, N.M., Troper, J.D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406-423. White, B. Y. & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction,16(1). 3-118.,