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Enhancing Learning Through Physics Simulations: A Tool for Exploring Misconceptions and Increasing Understanding

This tool aids in exploring misconceptions about the behavior of the sun at different latitudes and longitudes. It allows for investigation, problem-solving, and visualization before delving into mathematics, fostering familiarity with complex systems and maximizing usage. It can be utilized in lectures, labs, tutorials, self-study, online learning, and assessments at various levels. The simulation is designed for easy online delivery, sharing, and repository storage with clear objectives, encouraging reflection, and reuse in the learning process.

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Enhancing Learning Through Physics Simulations: A Tool for Exploring Misconceptions and Increasing Understanding

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Presentation Transcript

  1. Developing Content -Simulations Ruth Thomas, Colin Milligan, SCROLLA, JeLSIM Partnership

  2. End to End Create Interfaces Deliver Learning Specify Simulation Write Model Save to Web Repositories

  3. Our exemplar • X is a physics lecturer at University Y with an interest in astronomy. She has an interest in the public understanding of science. • She has noticed that both the general public, and her first year undergraduates have alternative conceptions about the the way in which the sun behaves • Seasonally • Diurnally • At different latitudes and longitudes.

  4. Does she need a simulation? • Misconceptions? • Build understanding • Exploration /investigation/problem solving • Complex system • Need visualisation before the mathematics? • To breed familiarity with system

  5. One model many visualisations

  6. Maximising usage • Where can she use it? • Lecture • Laboratory exercise • Tutorial • Self study • Online learning • Assessment • (diagnostic, formative, self test, summative) • Can she use it at more than one level?

  7. What is out there already? • A solar geometry calculator

  8. It’s not suitable as it stands • It was designed for use in building engineering. • Single shot calculator • Uses technical terms • Dry • Not visual • Could use sliders for exploration?

  9. Reuse the algorithm • Increase flexibility • With a small amount of programming • Place the algorithm in a loop and repeatedly calculate • Store output of calculation to show it graphically. • Use it to look at the behaviour of a sundial. • Mimic reality

  10. Simulations • Exploration with a single graph • Focussed investigation • Mimic reality • Assessment

  11. Save to web Create Interfaces Deliver Learning Specify Simulation Write Model Save to Web Repositories

  12. Delivery: Simulations online • One-click ‘save to web’ • Save as Content Package • All files bundled up for easy sharing • Place in repositories • Metadata aids discovery • Easily previewed

  13. Delivery: Context • Simulations don’t exist in isolation:, • Provide clear objectives, • Encourage reflection, • Reuse throughout the learning process.

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