Download Simulations as Scaffolds in Science Education by Maggie Renken, Melanie Peffer, Kathrin Otrel-Cass, Isabelle PDF

By Maggie Renken, Melanie Peffer, Kathrin Otrel-Cass, Isabelle Girault, Augusto Chiocarriello

This publication outlines key matters for addressing the grand demanding situations posed to educators, builders, and researchers attracted to the intersection of simulations and technological know-how schooling. to accomplish this, the authors discover using machine simulations as educational scaffolds that supply thoughts and aid whilst scholars are confronted with the necessity to collect new talents or wisdom. The monograph goals to supply perception into what learn has stated on navigating the advanced strategy of inquiry- and problem-based technology schooling and no matter if computing device simulations as educational scaffolds help particular goals of such pedagogical techniques for students.

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Formative assessment is especially important for identifying when scaffolds may be appropriately removed in order for learning to move forward. Simulations can provide fruitful opportunities for teachers to observe or engage in productive learning conversations with their students, when their students are working with what is on the screen. Dialogue that encourages students to talk about what they see, think about, and propose to do further supports and amplifies what the simulation has to offer and provides insight into students’ ideas.

Although the benefits of engaging students in model-based inquiry are well supported, distinct challenges to implementing this approach remain. For example, teachers and students both often lack an understanding of what the purposes of models are or how they are used (Schwarz and White 2005). Effective and efficient scaffolding in inquiry-based learning is expected to be the result of synergistic teacher facilitation and lesson scaffolds (Hsu et al. 2015). Furthermore, student creation and modification of their own models is the least common form of modeling seen in schools (Schwarz et al.

Computers and Education, 58(1), 136–153. 1016/j. 017. Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. The Journal of the Learning Sciences, 13(3), 305–335. van Joolingen, W. , & Dimitrakopoulou, A. (2007). Issues in computer supported inquiry learning in science. Journal of Computer Assisted Learning, 23(2), 111–119. x. D. Maggie is an Assistant Professor in the Educational Psychology program at Georgia State University. Broadly, her research focuses on scientific thinking and the acquisition of science knowledge.

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