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Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson,

Incorporating simulations in the classroom: a survey of research results from the Physics Education Technology Project. Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson, Ron LeMaster, Sam Reid, Noah Podolefsky and Carl Wieman. Funding: Kavli Foundation NSF. PER Group CU-Boulder.

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Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson,

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  1. Incorporating simulations in the classroom:a survey of research results from the Physics Education Technology Project Kathy Perkins, Wendy Adams, Noah Finkelstein, Mike Dubson, Ron LeMaster, Sam Reid, Noah Podolefsky and Carl Wieman Funding: Kavli Foundation NSF PER Group CU-Boulder

  2. What is PhET? • Highly interactive, visual simulations (~35) • Learning and teaching physics • Fun, bridge to real world, open, visual/conceptual models • Research-based and user-tested • Freeware, Online or downloadable phet.colorado.edu Show example simulation

  3. Use and effectiveness Type of Use Research Data Independent Interviews Pre-class assignments vs. Reading vs. real demo vs. static pict/words Lecture Visual Aids, ILDs, & Concept tests vs. real equipment Lab Homework vs. no sim

  4. Effectiveness for student learning:Lecture A snapshots at different times. B C Violin string and harmonics: Show wave on a string When the string is in position B, instantaneously flat, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 nosim: 27% 2003 sim: 71% Follow up question: At position C, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 nosim: 23 % 2003 sim: 84%

  5. Effectiveness for student learning:Lab: Circuits Traditional Group (N=132) Simulation Group (N=99) Constructed circuits Predict/measure equivalent resistance Predict/observe/explain circuit behavior Show CCK Sim: Circuit Construction Kit (CCK) Real parts Circuit Challenge: Predict/observe/explain circuit behavior Real parts Real parts

  6. Results for Lab Study CCK 1 30 TRAD 0.8 25 20 0.6 Fraction Correct Time (min) 15 0.4 10 0.2 5 0 0 q1 q2 q3 cntl CCK TRAD Control Question Conceptual Understanding Data: Final Exam Data: Time to build circuit Real circuit construction Mean score on Q1-Q3: CCK = 0.59 , TRAD = 0.48 Statistically different, p<0.001

  7. Summary: Two studies: simulations effective for learning Not necessarily true, research/testing is critical phet.colorado.edu PhET Exhibit Booth Laptops to explore sims Posters on: • Project Overview • Design principles • Design philosophy Website

  8. END

  9. CCK Challenge Time (min) Lab type

  10. Pre-Lecture Assignments • Some simulations are effective with a single question • Others require instruction or more carefully designed guidance No sim With sim With sim

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