Computer Simulation in Online Classes

Computer Simulation in Online Classes

The article ‘An Investigation of Students’ Use Of A Computational Science Simulation In An Online High School Physics Class’ by Rosenberg and Lawson (2019) explores lesson sequences and technology used by science educators. The study was grounded on how science educators have been marking concerted efforts towards exploring different ways that students use opportunities for manipulating simulations. Computer simulations, therefore, are believed to offer greater affordances in analyzing complex data sources.

Summary

Rosenberg and Lawson (2019) noted that despite the documentation of the effects and characteristics of using simulations in K-12 classrooms, the approach by which this opportunity or technology can be adapted and used within fully-online classes has received less attention or research exploration. The results were documented from a qualitative design exploring how students used simulations in different lessons online, targeting 13 students. The activities or interventions involved students using simulations in developing data sets for the class. This process or data was used in comprehending, developing insights, and modeling a thermodynamics concept. Overall, the findings indicated or confirmed the increased understanding of the thermodynamics-related concept. The findings also inferred that simulation plays a crucial role in improving the accessibility and usefulness of complex ideas. Besides, through simulation, data is generated that makes it easier to comprehend the concept represented by the process.

Analysis

The findings from the research or study show the link between technology-assisted learning and improved student performance. The online environment provides a new model of teaching, but its success depends on the use of effective teaching approaches. As such, simulation has been a concept discussed in education research, but with the development of computer systems, this model or approach is finding a lot of use within the modern learning environment (Rosenberg & Lawson, 2019). Simulation is about an imagined analysis of a concept and the use of computer models to show relationships. This is a paradigm shift from the face-to-face or physical classroom experience that may not be effective for learning complex models and concepts. The study, therefore, highlights the importance of technology in learning. In so doing, the research is about the degree to which technology can be integrated into learning complex subjects like sciences.

How simulation plays a crucial role in improving students’ understanding is related to differentiation in learning. For instance, Sousa and Tomlinson (2018) could link the findings to how a stimulating learning environment enhances neuron development among adolescents.  Simulation is an addition to the learning environment of which the text shows that all schools should have the gain of developing rich learning environments because such has implications on their learning and development. Making tasks and activities easier to understand (more so science and math) provides such a learning environment. This is also linked to the ‘quality curriculum’ concept in which students must be assisted in constructing meanings, a possibility that can be realized through simulated computer learning (Sousa & Tomlinson, 2018). Furthermore, students have different paths to realizing common goals. Simulation provides a differentiated classroom in which students who are slow at learning complex concepts can be aided by technology.

Practice Implications

The research findings have greater research implications. For one, it challenges or recommends the modification of lessons to introduce simulation as an integral part of learning. Hence, it shows the major impacts that technology has on enriching the learning environment. Furthermore, simulation has practice implications in that it improves student engagement since both group and individual learning are encouraged. Students will benefit from having a student-centered learning approach while teachers stand to gain by finding a new model or method for improving student’s engagement and participation in learning.

References

Rosenberg, J. M., & Lawson, M. A. (2019). An Investigation of Students’ Use Of A Computational Science Simulation In An Online High School Physics Class. Education Sciences, 9(1), 49.

Sousa, D. A. & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.

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Research Article Review Instructions

Rationale: The teaching profession is increasingly influenced by research on effective instructional practices.  For instance, teacher candidates are licensed to teach only after they demonstrate proficiency in research-based standards.  Once they are licensed and enter the field, they will be evaluated according to criteria that originated from research-based best practices.  It is, therefore, insufficient for teachers to justify decisions on intuition, anecdotal observations, and personal experience.  This assignment will increase the candidate’s ability to make professional decisions based on research.

Computer Simulation in Online Classes

Alignment with Measurable Learning Outcomes: This assignment aligns with the following outcomes:

• MLO: A – As candidates summarize and analyze research, they will exhibit writing skills and the ability to apply worldview principles.
• MLO: C – Candidates will consider the implications of research findings to their responses to K12 student behavior and instructional needs.
• MLO: D – Candidates will articulate their understanding of neuroscience and brain research as they summarize research and apply it to the practice of teaching diverse learners.
• MLO: E – Research topics will relate to K12 student behavior and individual differences; implications of these differences will be discussed in context of the research findings.
• MLO: G – The practical application piece of this assignment will assess candidates’ ability to propose research-based classroom management practices.

Specific Guidelines

Search for a research article from a peer-reviewed academic, professional journal.  The article is to be on a topic from the textbook and should have been published within the past five years.  The article is to be new to you, meaning that you have not used it in any previous assignments in this or any other course.  Summarize the article by paraphrasing its key points (e.g., purpose of the study, results/findings, and implications of the research).  After summarizing the contents of the article, analyze it through the lens of the course textbook, video presentations, and/or biblical principles.  Cite sources accordingly.  Finally, reflect on the topic in a practical sense by considering how educators might benefit by applying the information from the article, textbook, video presentations, etc.

Article Topics: You may find relevant topics by searching the textbook’s table of contents in the front of the book or the index in the back.  Also, you might select a topic by skimming through a chapter that interests you and selecting a topic from a heading, an italicized term, or chart.  If there is a topic you would like to include that is not explicitly mentioned in the textbook, you may get approval from the instructor.  Proposed topics, however, must relate to concepts found in the syllabus’ course description, rationale, or learning outcomes.  Also considered will be variations in student interests, culture, gender, development, and disabilities.

Length: The total paper must be 2–3 pages.  This does not include the title page or the reference page.

Structure: The format requires the components listed below:

• Title Page
• Summary
• Analysis
• Practical Application
• References
  

Databases: Explore Liberty University Online library resources to find an article.  Avoid searching for articles using generic search engines such as Google, Bing, Yahoo!, etc. The article must be from a professional, academic journal and should have been published within the past five years.

Summary: Write 1–2 paragraphs paraphrasing the article’s contents. This assignment will be submitted via the SafeAssign plagiarism tool, so be careful to summarize the material using your own words.  Do not copy the abstract of the articles as this would be considered plagiarism.

Analysis: Write 1–2 paragraphs analyzing the article through at least 1 of the following lenses: course textbook, course video presentations, and/or biblical principles.  Your analysis may be a comparison of the article’s contents with the information from the textbook, video, Bible, etc.  Though the analysis portion may be brief, it is to be more than just a simple personal opinion.  The analysis should cite at least 1 other source in addition to the article itself.  Cite in current APA format accordingly.

Practical Application: Write 1–2 paragraphs applying information learned about the topic to practical educational situations.  Consider how educators, students, and or parents might benefit from this information.

References: At the top of a separate page, list references in current APA format; at least 2 references must be listed—the research article itself and any other source(s) used in the analysis.

Submit the Research Article Review by 11:59 p.m. (ET) on Monday of Module/Week 3.

Research Article Review Grading Rubric