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Using Online Simulations to Improve Conceptual Understanding in Math and Science
- 5. Research Validates Gizmos Instruction using computer-based simulations improves student achievement (Marzano, 1998)
- 6. MISTM Maine Impact Study for Technology in Mathematics http://www2.edc.org/mistm/product/default.html
Hinweis der Redaktion
- The goal of Gizmos is to help students develop deep conceptual understanding in Math and Science
- Many of you are probably familiar with Dr. Robert Marzano and his well-known book, Classroom Instruction that Works . In his research, he identified many classroom instructional strategies that are particularly effective in boosting student achievement. In the meta-analysis leading up to Classroom Instruction That Works, computer based simulations were found to improve achievement. Interestingly, computer based simulations had one of the highest effect sizes. Interestingly, the effect size for computer-based manipulatives (simulations) was the highest of all. Marzano’s analysis showed that students using computer-based manipulatives had an average percentile point gain of 43% achievement gain over those that did not use them. At its core, ExploreLearning is the world’s largest most advanced library of highly interactive online simulations. TRANSITION Let’s go look at some of these simulations.
- Maine Impact Study for Technology in Mathematics (MISTM) A U.S. Department of Education funded 'Gold Standard' study (randomized, controlled trial design) involving 56 low performing schools showed that: a. Teachers receiving a professional development program centering on virtual manipulatives, including ExploreLearning Gizmos, significantly outperformed control group teachers in mathematical content knowledge. b. Students of participating teachers scored significantly better on mathematics assessments than their control group peers.
- I actually borrowed this slide from the Author of Technology in the Secondary Science Classroom, Randy Bell, Associate Professor UVA, Science Education Allow learners to observe, explore, recreate, and receive immediate feedback about real objects, phenomena, and processes that would otherwise be too complex, time-consuming or dangerous Ex: breeding 100’s of mice to study dominant and recessive traits – even if it were possible, who would really want that in their classroom?! Experiments that would normally take hours or days to complete, reactions that are too dangerous for the lab, activities that are resource-intensive in terms of cost, time, energy Visualization Provide just-in-time instruction Advantage of catering to differences among learners. Computer simulations also encourage exploration and experimentation by allowing learners to manipulate their learning experience and visualize results. When students then explain their models, they are putting their thinking into words. This may lead to new questions and discussions, which will in turn promote deeper thinking and better understanding. (http://www.netc.org/focus/strategies/nonl.php) Northwest Education Technology Consortuam