Students take part in an online simulation activity. Following the activity, some assessment should be linked to verify student learning. A brief statement can be submitted by the students describing what they learned. For simulations that have numerical representations, a list of answers or a graph may be submitted. Student might also answer a discussion question about the simulation.

Appropriate Content Areas

Any. Often used in Mathematics, Physics, Biology, and Chemistry.

Examples

• Model Science Software (company selling simulation software such as ChemLab)
• Physics Education Technology, Made possible by the William and Flora Hewlett Foundation
• InterActivate, Shodor Education Foundation, Inc.

Goals and Objectives

The primary goal of a simulation exercise to is to allow students to vicariously experience some phenomena. Following that experience, they develop knowledge about a given principle.

Prerequisites

Some form of background knowledge is expected in order to adequately interpret the simulation taking place. Often, an exercise prior to the simulation will help to frame the experience.

Materials and Resources

What needs to be prepared in advance by the teacher? – The simulation needs programmed, found, or purchases. Discussion or additional activities centered around the simulation need to be developed.

What does the student need to bring to the lesson? – Some software may be required to experience the simulation. Flash and Java are the most common used. Some may require stand alone software such as ChemLab.

Guiding Questions for this Activity

The guiding questions for such an activity are often centered around process or the outcome of that process.

Typical Activity Outlines and Procedures

During a unit of study, students are assigned a simulation to experience in order to further develop some concept. This simulation may be directed by the instructor and viewed by the student or entirely student led. During or after the simulation, students are assigned questions to answer concerning the experience.

Teaching Strategies

• Make sure that the students have the knowledge to interpret the simulation.
• Provide students with scaffolding regarding what they expect to learn from the exercise. Key them into specific concepts they should pay attention to while experiencing the simulation.
• Don’t overdo simulations. While they are a wonderful learning tool, students will eventually need some actual experiences.

Accommodations

What accommodations may be needed for students with disabilities or other special needs? Many simulation software are not suitable to screen readers for the visually impaired. If sound is involved, the deaf will not hear them. Also, they can be difficult to access within an accessible browser. Accommodations or alternative activities may be necessary.

Timeline

Simulations should be presented after any necessary background information. They can be run independently by the student when ready, or they can be displayed by the instructor during a synchronous session. If a simulation takes more than 1 hour to complete, the student may lose interest.

Ideas for Activity Evaluation and Teacher Reflection

How did the students like the lesson? End of semester evaluations should ask about the usefulness and learning accomplished through such activities.

Additional questions to ask include: How was student learning verified? Were follow-up questions asked to verify retention of information? Were quiz or test questions linked to activities in the simulation? Did the simulation serve course or lesson objectives as well as other activities?