1. Michal Biran R&D and Training Center - Ort Israel Web-based Simulations in Science Education Wingate Seminar London, May 2005

2. “A Picture is Worth a Thousand Words” And a Simulation?

3. The Presentation Background – The R&D center and its activities to promote ICT in science teaching & learning. Conclusions and Questions Simulation-Based Learning – Some Examples: Virtual physics lab Trigonometric virtual course Introduction to Nanobiotechnology So why using a simulation?

4. ORT Israel R&D and Training Center Integrating ICT in teaching and learning Promoting science & technology education + How can the Internet contribute to the teaching and learning of science?

5. ICTScience + = ? Virtual learning activities Computerized lab and tools Communication with experts Online journals & information Teachers / students websites Nava Virtual training courses SagieRami Developing web-based Simulations & interactions

6. Simulation-Based Learning Some Examples…

7. Virtual Physics Lab http://physics.ort.org.il Mechanics – a dynamic subject with mathematical abstraction. Many difficulties in teaching and learning mechanics. The computer helps us illustrate the dynamic nature of motion. Subject: Physics - Mechanics Target Population: Grades 11 – 12 (5 point level) Variety of web-based simulations, together with interactive activities, to understand concepts and principles in Physics. Example 1:

8. Interactive Web-Based Java Simulations ( also translated to Hebrew) http://www.walter-fendt.de/ph11e/acceleration.htm biran: By embedding a Java "applet" in a web page it is possible to deliver an interactive application to the user's screen. you'll see them animating in real time, and be able to interact with them by dragging objects or changing parameters like gravity. to allow students to see a visual demonstration of a scientific concept, often in animated form. In addition, the student may be given the opportunity to manipulate one or more variables underlying the concept and then witness the changes. biran: By embedding a Java "applet" in a web page it is possible to deliver an interactive application to the user's screen. you'll see them animating in real time, and be able to interact with them by dragging objects or changing parameters like gravity. to allow students to see a visual demonstration of a scientific concept, often in animated form. In addition, the student may be given the opportunity to manipulate one or more variables underlying the concept and then witness the changes.

9. Let’s think: A. Is it possible for the car to slow down during positive acceleration? B. Is it possible for the car to speed up during negative acceleration? During this activity you will learn what positive and negative acceleration are and learn about the connection between the acceleration sign and the size of the speed and its direction. Accompanying Interactive Activities

10. 1. Set the following initial parameters in the simulation: Run the simulation several times, while changing the initial position of the car. Pay attention to the changes in the graph of position (x) versus time (t). Answer the following questions:

11. 1. The faster a car is moving, The higher the starting point on the graph of position versus time will be. The steeper the graph of position versus time will be. The higher the starting point and the steeper the graph of position versus time will be. 2. Hence the gradient of the car position graph indicates its: Starting point. Position. Speed. Incorrect answer. The gradient of the car position graph demonstrates its speed and not its starting point. That’s right. The faster the speed of the car, the greater the gradient on the graph of position dependent on time will be. Incorrect answer. Note that the graph still starts at the beginning of the axes. In other words there is no change in the starting point of the position graph when you change the speed of the car. Immediate significant feedback That's right! The faster the speed of the car, the steeper the graph of the car's position will be. The graph of position versus time will appear steeper since its gradient is higher.

12. We have seen that positive acceleration has two meanings and that negative acceleration also has two meanings. We can summarize this in a table: 1. Choose for each of the instances shown in the table, whether the speed increases or decreases (by clicking on the appropriate option).) 2. Choose for each of the instances shown in the table the appropriate graphic description of the velocity graph (by clicking on the appropriate graph). Positive acceleration Negativeacc eleration forward backward forward Positive acceleration Negativeacc eleration forward backward forward The velocity graphThe velocity direction of velocity (increases/ decreases)

13. What Students Say About The Site: It’s more fun, learning is easier. Interactive work, hands-on experience. Much more concrete than the teacher’s explanations. The learning is done at an individual rate without pressure. The idea of questions with immediate response is excellent. It is easier to understand visually.  Barak: “It gave me a lot because I did not understand the material and the concretization was realistic and easy to grasp. Everything was life-like and not just an experiment someone tells us about.”

14. And Teachers? The site acted as a substitute for a lab session that a student missed or as optional work to improve grades. Use of the site is easy and beneficial to the teaching and learning process. The tasks are structured and clear.  Orit: “On the whole this is a welcomed, worthwhile initiative that contributes a lot to teaching and learning. It should be expanded to other topics in Physics.” Enables independent work without the need for a teacher’s constant presence.

15. Trigonometric Virtual Course Simulations of motion, models from everyday life, interactive exercises and research tasks for the 4-5 point level. Subject: Mathematics – Trigonometric. Target Population: High School students. http://ort.org.il/trigo The simulations and activities were developed specifically for high school trigonometric students. Example 2:

16. What’s On The Website? Learning trigonometric as a movement of a point on a circle. Building the basic concepts and principles of trigonometric in a simulative and interactive way: the sine graph, transformations etc.the sine graphtransformations Using models of periodic phenomenas from everyday life: giant ferries wheel, high-tidegiant ferries wheel and low-tide etc.

17. Online Learning Environment in Nano-biotechnology http://space.org.il/nano Subject: Nano-biotechnology. Target Population: High School students and teachers in Biotechnology course. A study package including: A course book with the basic principles of the field. Accompanying website with a range of interactive activities, simulations and links designed to clarify the material presented in the course book. Guidelines and recommendations for teaching this subject. Example 3:

18. Nano-biotechnology Website a variety of visual and dynamic demonstrations: illustration of size units, photolithography process etc.illustration of size units photolithography process web-based simulations and interactive tools, such as programs to build virtualvirtual microscopic modelsmicroscopic models. Abstract field Expensive equipment

19. So Why Using Simulations For Learning? Visual illustration - enhances student understanding of complex and abstract concepts and procedures. Clear feedback – allows the experience to become tangible to the learner’s experience. Active learning – “What we hear we forget, what we see we remember, what we do we understand ”

20. Conclusion In general, simulations are most effective in areas where there is a need to illustrate, demonstrate or model abstract and complex concepts, principles and behaviors. What topics are best taught through simulations? Simulations can offer great advantages over lectures, handbooks or exercises. Before starting the process of developing the simulation, we need to clarity the purpose of a simulation, as well as how it will be integrated into the learning environment.

21. Simulations can work well in many settings, both outside and inside the classroom as: online exercises that are part of a face to face course stand-alone e-learning modules additional experiences to a classroom lesson. How can simulations be integrated into learning environments?

22. Questions?

23. Thank You!