Using Simulations to Teach Dynamic Processes
Computer simulations of scientific processes can help students understand dynamic processes where many agents or elements interact in a complex system or process. Inquiry learning with simulations can also help students develop science knowledge and reasoning skills, make relationships and mechanisms explicit, and learn scientific methodological skills.
As with any learning environment, students need guidance to use simulations productively. In broad terms, designers of simulation-based learning environments need to incorporate different kinds of "scaffolds" to assist learners. These scaffolds might be "procedural" (e.g., step-by-step experimental instructions) or "conceptual" (e.g., prompts to promote critical thinking about experimental goals and outcomes).
In recent work, we have examined children learning how to design a fish tank using a simulation (created in NetLogo). This task involved learning about basic matter and nutrient cycles (e.g., decomposition). Students received either procedural or conceptual scaffolds. Preliminary evidence seems to confirm that both are necessary and helpful. We are currently assessing how the different scaffolds influenced students' learning outcomes and behaviors. This research builds on our past work incorporating simulations into the Betty's Brain environment.
