Describe How Students Interacted with the Technology

Stacy PricePage 112/1/2018

Simulation Inquiry

Simulations in Science Education

Conceptualization

The Michigan Curriculum Framework states that all students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate findings of investigations using appropriate technology. It more specifically states that students should describe ways in which technology is used in our everyday lives (5). Technology is all around our children today. Many of our children only understand technology as using the computer to play games. Technology can also be used to help children understand concepts in education. A research report on the impacts of computers on science learning states that computers enable instructors to make teaching and learning more efficient, more applicable to real world problems, and more accessible to students with different backgrounds. The same article later explains that simulations can make phenomena more visible to learners and accommodate individual cognitive levels. Virtual reality technology may offer strong benefits in science education and engineering education not only by facilitating constructivist learning activities, but also by supporting different types of learners such as those who are visually oriented (4). My inquiry project stems from this idea of children as visual learners and photosynthesis as being a phenomenon. My 5th grade students have been struggling with the concept of photosynthesis. It is not something they can see happening. This allows me to believe that my students are visual learners and being able to see photosynthesis occurring would help them to understand what happens in the process. This became my big idea: How can I help students to see photosynthesis through the use of technology?

I want students to interact with the technology and gain a better understanding of how photosynthesis works. I want students to come away from using the technology being able to explain, in their own words, what photosynthesis is and how it occurs. Students will be able to name the important items in order for photosynthesis to occur like carbon dioxide, oxygen, sunlight and water. I think they will feel confident in explaining photosynthesis after seeing it occur. I think students will feel positive after interacting with the technology. I really feel that after interacting with the technology students will want to use their own time to find more technologies or go back and look at the technologies I use to accomplish my big idea.

We have been studying plants for 7 weeks and specifically studying photosynthesis for about 2 weeks. We have conducted investigations, discussions and read together from the text book. Students have picked up key ideas but have not been able to apply their ideas when asked to. Using technologies such as BrainPop Videos (1) and PBS simulations (8), students will be able to apply key ideas to explain photosynthesis. Through the use of a survey, I am hoping to get feedback from the students on how well they understand photosynthesis as well as how well they understand the different types of technologies. I am also observing students behavior during the use of the technologies to get a feel for how well they like and interact with them.

I believe students will be able to explain what is happening in the simulation without me having to explain it to them. I expect students to think the simulation is helpful because it does a good job showing the molecules going from the plant to the little girl. When comparing the two technologies, I think students will say the video does a better job explaining photosynthesis because the video has cute characters that grab the attention of children. It will be interesting how many children respond that the simulation does a better job.

Inquiry Plan

The instructional design that I intended to use was similar to an article I read by Young-Suk Shin titled Virtual Reality Simulations in Web-Based Science Education. In this article Shin writes that a virtual reality simulation program allows learners to make their own observations and their own reasoned interpretations. Learners can select the level of learning without the teacher’s direction (8). I felt this model, of finding a simulation that allowed the learner to choose where they wanted to go, would give me better data on how students interact with the technology. I also selected a video simulation from BrainPop (1) that had a predetermined path to see if there was a difference in recollection between the two technologies. I had the children watch as I clicked around on the simulation. During the video, children watched as Tim and Moby explain photosynthesis. Students had no direct involvement in either of the technologies because my room is a one-computer classroom. The following are questions and sub-questions I investigated throughout the inquiry project.

Describe how students interacted with the technology?
How does teacher-directed interaction compare to individual interaction with the technology?
What is the role of technology in this experience?
How do technologies that allow students to make choices compare to those that have a predetermined path for students.
Do students retain information that is presented through technologies such as the ones used in this project?
Does visual learning have a greater effect on students than traditional books and discussions?

Results

InteractionWith the Technology

Students experience with the technology was positive. I showed the simulation first and simply clicked around the movable parts. I did not say anything during the time we were working with the simulation. After students felt comfortable with what was happening in the simulation they started talking to each other. I did this with two 5th grade classes and both classes did the same thing. They started discussing what was happening in the simulation. It was amazing to hear as a teacher. Students were asking questions like what are those dots flying around and what is in the plant. The other students, that understood what was happening, answered their questions with responses like the dots are carbon dioxide and oxygen and water is moving through the plant. Students were helping each other to understand what was happening in the simulation. The simulation stimulated conversation among my students. Students also started to ask me to click on specific things to discover more about the simulation.

A sub question I had, dealt with the idea of direct use versus indirect use of the technology. I had some students go onto the simulation website and play with it themselves. After they finished, I asked them if it was easier for them to use the simulation than when I did it as a whole class. One of my students, Jenna, stated it was easier because she could click where she wanted. Another student, Connor, responded it was better when we looked at the simulation as a whole class because students were talking. The discussion helped him to understand what was happening in the simulation. My results were inconclusive on this sub question because I got even results. About half of my students liked it better when they were able to complete the simulation themselves and the other half liked it better when we did it as a class.

When looking at the differences between the two technologies I think students interacted more with the simulation than the BrainPop video. During the BrainPop video students simply watched. This was not the case when they did the simulation. As I stated before the simulation made kids talk. The children were talking about what was happening.

Role of Technology

When looking at the role that the technology has had in this experience I have mixed feelings. I think it was beneficial for my inquiry to show the students two different kinds of technology to get a better understanding of the effects it has on my students.

On my survey, I asked the children what things we have already done in class that have helped them to understand photosynthesis. Many students said the investigations where we have grown things helped them. One of my students made a comment that really struck me. Michael said, “the activities have helped but I don’t know much about photosynthesis.” This made it very clear to me that something else was needed. I am glad this project came up when it did. Many students referred to an investigation we have been doing called In the Dark. We planted radish seeds and placed one cup in the dark and one in the sunlight. Students were able to make a conclusion that sun is important for the plant to grow. We then looked at the amount of food stored in each plant by staining a leaf with iodine. Students noticed more food was stored in the plant that was in the light. Even after a successful investigation, I still had students asking me how does photosynthesis occur.

After showing students the simulation, I asked them how it helped them understand photosynthesis. I wanted to know if it was worthwhile to show the simulation. Is this simulation providing a positive educational experience? Katie said, “It helps me understand how photosynthesis works how she breaths and the plants suck it in and get rid of oxygen.” Another student, Andrea, stated that the simulation helps her think how the sun helps the plant. Max stated, “It helps me make an image in my head.” Max is one of my advanced students. Hearing him make a comment like this makes me think that this was a positive experience for all of my students. All of the surveys I received back, except one, explained the simulation as a helpful tool. A profound comment for me came from Michelle. “It is easier to see the process of photosynthesis than to think about it.”

I really feel that the simulation was beneficial for the students to see and interact with. The BrainPop video received excellent reviews as well. Many of the students thought it was funny and it showed a lot of detail. This brings me to my sub question regarding a predetermined path or a click where you want technology. I really think based on their behavior during the simulation that the “click where you want” technology is more beneficial to students. This type of technology allows students to not only make choices but it also lends itself to discussion, higher order thinking. My students did not talk about the BrainPop video after it was done. They laughed and said it was cute. During and after the simulation, students were discussing the different colored molecules, what they were and how they were involved. There were comments made by my students, those ‘ah ha’ moments, like “oh, I get it so you need sunlight in order to do photosynthesis.” In the BrainPop video students were told you need sunlight to do photosynthesis.

Retaining the Information

My third question was how well students retained the information from the two technologies. After reading through the surveys, most of my students said they thought the BrainPop video did a better job teaching photosynthesis. I received comments like this one from Austin. “The 2nd simulation [BrainPop video] helped me because it shows me and tells me how it works.” A comment from Jerinshows me that he was taking in some of the information from the video. He said, “I think Brain Pop is better because it showed inside the leaf and showed better examples than the other one.” However, I also received comments like this one from Samantha, “I think the simulation was better because it shows where the oxygen goes in and carbon dioxide comes out.” Although the majority said the BrainPop video was better there were a few that said the simulation was better. Given these results, I thought for sure they would retain information from the video better or longer than from the simulation.

One week after showing students the two technologies, I asked them to recall anything at all from each of the two technologies. The results were amazing. Out of 52 students, there were only 15 students that remembered anything from the video. Many of them remembered very little. For example, Andi only remembered that the video told her about photosynthesis. The things that children remembered were not specific. Their comments were very general. When I looked at how much or what they remember from the simulation the comments were more specific and much more detailed. For example, Jesse writes, “I know that if you don’t hit the curtain or you don’t hit the water or if you don’t hit the girl, the plant won’t put out oxygen.” Ryan writes, “What happened was we clicked on things. The water can poured water on the plant. The person was breathing out carbon dioxide and taking in oxygen. Photosynthesis was happening with the plant.” When asked about the BrainPop video, Ryan responded, “don’t know.”

Visual Learning Versus Books

Based on my inquiry project and the readings I have completed I still am not sure I have a definite answer for this question. I think that visual learning is beneficial to some students. However I agree with an article on web-aided instruction that “in order to engage learners in higher-order thinking such as hypothesis testing and speculating simulations need to be designed as easy-to-manipulate environments that enable learners to experiment with ideas.” I think this is key in planning lessons that use simulations. In this particular project I was able to find and use a very easy-to-manipulate simulation. Given that it was so easy to use, I feel that showing my students how photosynthesis works was much more effective than reading it in a book. I cannot make an all encompassing judgment on the effects of visual learning. I can only say that for this inquiry project on photosynthesis my students were impacted more by using the technology than if I had not used the technology. I am confident my students will be able to reproduce the concepts of photosynthesis when asked to.

Emergent Ideas and Questions

One of the most insightful ideas that came out of this project was that students really remembered the simulation more than the video. I think teachers sometimes use videos as a babysitter but in the back of their minds they are thinking that students are picking up the information in the video. This project made me second guess myself and my own thoughts about videos. My students showed me that videos can be more confusing than showing a simple simulation that has no bells or whistles. Bells and whistles are not always needed to attract a child to education.

Indirectly from this project, I now have a different view of my students. My students are able to discuss complex topics without my direction. I did not prompt my students during the simulation. They just started talking and sharing their ideas. It was truly amazing to see.

Even though this technology project was, for the most part, a success, I still question the idea of how effective simulations are or can be. My students truly benefited from this particular simulation. I think teachers need to be careful when using technologies. I will always preview the technology before I use it. I also think knowing your students is beneficial. As started in an article on new paradigms for computing educators and designers of new programs need to understand their students’ expectations and preconceptions when providing students with new tools (7). As an educator it comes down to trying it out and seeing if it works. I don’t think there is a set description of a good simulation because all students are different in their learning styles and teachers teaching styles are not all the same. However I do feel that these types of experiences can help to develop our children into scientifically literate people. That is they don’t just understand the surface of concepts but are able to express their ideas through immersion in authentic questions in which students use technology. As Douglas Roberts said, there needs to be a curriculum emphasis in what we, as science educators, are planning and asking our students to accomplish (2).

Works Cited

1. BrainPop. Science-Photosynthesis.

2. Bybee, Rodger W. Toward an Understanding of Scientific Literacy.

3. Discovery Works. HoughtonMifflinSchool; Workbook edition (January 1990)

4. Hsu, Ying-Shao and Thomas, Rex A. The Impacts of a Web-Aided Instructional

Simulation on Science Learning. Int. J. Sci. Educ., Vol. 24, No. 9, 955-979.

2002. Taylor and Francis Ltd.

5. Michigan Department of Education. MI-CLiMB Online.

6. PBS. NOVA Online. Methuselah Tree. Illuminating Photosynthesis. 2001

November.

7. Resnick, Mitchel. New Paradigms for Computing, New Paradigms for Thinking.

1995. Computers and Exploratory Learning

8. Shin, Young-Suk. Virtual Reality Simulations in Web-Based Science Education.

1 May. pg 561-756. 2002 Wiley Periodicals, Inc