Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.     

Quality,Viability and Relevance: A Strategic Framework for Evaluating the Effectiveness of Mixed‐Mode Teaching and Learning in an Undergraduate Biotechnology and Biomedical Science Degree

RMIT is a major Australian university of technology based in central Melbourne with regional and international reach. It has made both online education and programme quality two central planks in its teaching and learning strategy in recent years. This paper proposes making the connection between these two strategic directions by working within a framework of programme quality assurance to evaluate the effectiveness of mixed mode teaching and learning. This paper undertakes a case study of evaluation‐readiness in one RMIT degree programme – undergraduate biotechnology and biomedical science – in which implementation of the university’s teaching and learning strategy has been a major focus. (A note on terminology: at RMIT, ‘programme’ describes a degree comprising a number of ‘courses’ usually studied over several years).

Qualité, viabilité et importance: une structure stratégique pour l'évalution d'une méthode d’enseignement et de formation mixte dans un grade universitaire de sciences biotechnologiques et biomédicales. RMIT est une grande université australienne de technologie située au centre de Melbourne avec une importance régionale et internationale. Pendant les dernières années, la formation en ligne et la qualité du programme sont devenues deux piliers centraux de la stratégie d'enseignement et de formation de cette université. Cet exposé propose de créer une relation entre ces deux directions stratégiques en opérant avec une structure de qualité guarantie de programme pour évaluer l'efficacité de la méthode d'enseignement et de formation mixte. Cet exposé décrit une étude modèle sur la disposition d’évaluation dans un des programmes diplômés de la RMIT – sciences biotechnologiques et biomédicales – dans lesquelles la réalisation de la stratégie d'enseignement et de formation universitaire a été le centre d'intérêt principal. (Note: à la RMIT un programme décrit un grade universitaire comprenant un nombre de cours généralement étudiés pendant plusieurs années).

Qualität, Realisierbarkeit und Bedeutung: ein strategischer Rahmen zur Bewertung der Wirksamkeit einer kombinierten Lehr- und Lernmethode im Grundstudium der biotechnologischen und biomedizinischen Wissenschaft RMIT ist eine große australische Technologische Universität in Melbourne mit regionaler und internationaler Bedeutung. Sie hat in den vergangenen Jahren sowohl die Online‐Bildung als auch die Qualität ihres Programms zu zentralen Stützen ihrer Lehr- und Lernstrategie gemacht. Dieser Bericht schlägt vor, durch einen gemeinsamen Rahmen für die Sicherung der Qualität des Programms eine Verbindung zwischen diesen beiden strategischen Richtungen zu schaffen, um auf diese Weise die Wirksamkeit einer kombinierten Lehr- und Lernmethode zu beurteilen. Außerdem beschreibt dieser Bericht eine Fallstudie der Beurteilungsbereitschaft in einem RMIT Abschluss‐Programm – im Studiengang der biotechnologischen und biomedizinischen Wissenschaft – in der die Einführung dieser universitären Lehr- und Lernstrategie den Hauptschwerpunkt darstellte. (Eine Anmerkung zur Terminologie: Bei der RMIT bedeutet der Begriff Programm einen Abschluss, der eine gewisse Anzahl an Kursen beinhaltet, die gewöhnlich über mehrere Jahre studiert wurden).     

Separate Model versus Experimenter as Model in Vicarious Concept Attainment

The effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation, and sex of child, were studied across baseline, imitation, and transfer phases in a 3 X 2 X 2 X 3 factorial design, using ninety-six economically-disadvantaged first-graders. Neither expectation nor sex created significant differences, but each modeling group surpassed the controls in imitative concept-attainment and transfer. As expected, learning and transfer were very comparable for the alternative modeling formats. The relevance of the results to the information-transmitting features of modeled displays, and to the use of modeling techniques in practical pedagogy were discussed     

Effects of a verbal and visual feedback system on running technique,perceived exertion and running economy in female novice runners

The purpose of this study was to determine the effects of a verbal and visual feedback system on running technique, ratings of perceived exertion (RPE), and running economy. Twenty‐two female novice runners were randomly assigned to experimental (n = 11) and control (n = 11) groups. The experimental subjects received verbal and visual feedback concerning their running technique prior to and during each training run. Training involved 15 20‐min treadmill running sessions over a 5‐week period. The control group adhered to the same training routine but did not receive feedback concerning their running technique. High‐speed (100 Hz) photography was used to collect biomechanical data. A submaximal oxygen consumption test and Borg's RPE scale were used to collect data concerning running economy and perceived exertion, respectively. Statistical analysis using ANCOVA revealed that the proposed feedback system had a significant (P < 0.01) effect on the experimental group's running technique by affecting the following desired changes relative to the control group: greater relative stride lengths, shorter support time, greater ankle dorsiflexion during support and greater knee flexion during support and non‐support. There were no significant differences between the groups in submaximal VO₂ or RPE. The results of this study suggest that verbal and visual feedback are effective means of eliciting modifications in running style in female novice runners. The link between modifications in running style and improvements in running economy and perceived exertion remains unclear.     

Contextual Factors and Age Group Differences in Coincidence-Anticipation Performance

Abstract

Age group differences in the direction of anticipatory motor responses may be attributable to the increased susceptibility of young children to contextual factors. That is, their performances on a given trial may be influenced by the stimulus speed presented in the previous trial. Mixed-sex groups of 8–9 year-olds and adults were given 3 blocks of 18 coincidence-anticipation trials each in a counterbalanced design. One block contained stimulus speeds of 1, 3, or 5 MPH, another speeds of 3, 5, or 7 MPH, and a third speeds of 5, 7, or 9 MPH, so that the 5 MPH speed was common to all blocks. An age group by sex by testing order by trial block ANOVA of constant error on the 5 MPH trials indicated that trial block was a significant factor within an age group by block interaction. Mean scores showed that the children responded very early in the 5–7–9 MPH block to the 5 MPH stimuli while the adults did not. Testing order was also a significant factor: subjects in the 1–3–5, 5–7–9, 3–5–7 MPH order performed with significantly greater directional error. While the later finding may indicate contextual factors influenced performance, there is no strong evidence that contextual factors differentially affected the age groups.     

Changing lives? Critical evaluation of a school-based athlete role model intervention

There would appear to be an enduring belief that successful sportsmen and women can act as powerful motivational role models for young people, especially disaffected, disadvantaged or disengaged youth. In the UK, for example, this belief has been expressed recently in the development of programmes, such as changingLIVES, the Respect Athlete Mentor Programme and Playing For Success. There are further examples around the world of programmes based on similar beliefs including Sporting Partnerships, Athlete Development Australia, Active Girls Breakfast and the Whitelion Sports and Recreation program. This paper reports an evaluation of the changingLIVES ‘athlete mentor’ programme in the UK. This was a school-based programme using successful sports people to deliver a series of motivational activities to young people who were identified as being disengaged or disaffected in some way. Conceptual confusion in the terms ‘mentor’ and ‘role model’ evident in the literature was mirrored in the programme design. The design of an appropriate evaluation strategy was constrained by the scale of the programme aims and the comparatively low evaluation budget. Nonetheless, detailed data were collected on individual pupils. Evaluation data suggested that although the teachers and young people did report an immediate positive reaction to the activities, there was limited evidence of a wider impact on young people's behaviour, school attendance or self-esteem. It is argued that there should be greater conceptual clarity and a stronger evidence base supporting the design and delivery of interventions in schools that seek to use sports people as role models (or mentors) for young people.     

Do as we do and not as we say: teacher educators supporting student teachers to learn on teaching practice

This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE student teacher, cooperating teacher (CT), University tutor (UT) and School Principal (SP). Each tetrad was defined as a unique community of practice located within the wider structures of school, education and university policies on teacher education. Data were collected over one academic year using qualitative research methods and grounded theory as a systematic data analysis tool.

Findings indicate that in each of the five cases, support for PETE student learning was, to some degree, dysfunctional. In particular, it became evident that there were two conflicting teacher-learning curricula in operation. The official curriculum, expressed in policy and by SPs, UTs and CTs (also referred to as mentors), valued a PETE student who cared for pupils, had a rich pedagogical content knowledge, knew how to plan for and assess pupils’ learning, valued reflection, and was an active member of a community of practice. The unofficial but essentially more powerful enacted curriculum, encouraged PETE students to draw upon their own resources to learn pedagogical content knowledge in an isolated and unsupported manner.

The data highlight the force of the unofficial curriculum and the ways in which PETE students were guided to the core of the dysfunctional community of practice by untrained CTs (mentors) and untrained UTs. PETE students in this study learned to survive in a largely unsupportive professional learning environment and, just as theories of social reproduction intimate, indicated that they would reproduce this practice with PETE students in their care in the future.

The findings suggest that in cases similar to those studied, there is a need for teacher educators in Ireland, (in both universities and schools) to critically interrogate their personal practices and implicit theories of teacher education and to engage in training for their role. There is also evidence to suggest that PETE students in Ireland could benefit from the development of school–university partnerships that act as fundamental units of high quality professional learning. In the cases studied, this may have led to a stronger focus on the intended or official curriculum of TP, led by the revised maxim: ‘Do as we say and as we do’.     

Provenance and credibility in scientific data repositories

Despite a long history of rich theoretical work on provenance, empirical research regarding users?? interactions with and judgments based upon provenance information in archives with scientific data is extremely limited. This article focuses on the relationship between provenance and credibility (i.e., trustworthiness and expertise) for scientists. Toward this end, the authors conducted semi-structured interviews with seventeen proteomics researchers who interact with data from ProteomeCommons.org, a large online repository. To analyze the resulting interview data, the authors apply Brian Hilligoss and Soo Young Rieh??s empirically tested theoretical framework for user credibility assessment. Findings from this study suggest that together with other information provided in ProteomeCommons.org and subjects?? own experiences and prior knowledge, provenance allows users to determine the credibility of datasets. Implications of this study stress the importance of the archival perspective of provenance and archival bond for aiding scientists in their credibility assessments of data housed in scientific data repositories.