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Science Teacher Training in an Information Society
Start Teaching with computer models

 USIE

Workshop 1

Introduction
Section A
Section B
Section C
Activity C1
Section D
Section E
Section F
Section G

StartContents

Section C  Transformations: content

Activity C1 Computer modelling and subject knowledge (cont.)
 
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Stories

A  I have used simulations in my teaching now on several occasions, usually at the end of a topic as part of their revision. We have a number of different simulations in the department. Before I start a topic I will sometimes look at what we have to see if there is anything that would fit in with what we’re doing in the scheme of work.  I think that a good simulation can be more effective for consolidating knowledge that pupils have learned than watching a video, for example, or reading a textbook.

B  Don’t get me wrong, I think that practical work is a very important part of teaching science, but sometimes I worry about the amount of time that we spend on it. I am keen to use simulations which could replace some of the practical work that we do, as this would give pupils more time to focus on learning the concepts. I think that we could use time efficiently using computer models.

C  I suppose that I see computer modelling as a complementary activity to practical work. In practical work we collect data, and we try to come up with a formula which accounts for the patterns. In modelling we start from a formula, and then make predictions about what should happen, which we can then test out experimentally. When I use a computer model, I usually start off by doing practical work, but I think that sometimes it might be interesting to start with a simulation first.

D  What we currently teach puts a lot of emphasis on learning scientific knowledge, but I think that computer simulations and models have something different to offer. I have tried to get pupils to think about the process of constructing a computer model, and how they need to break down the original problem and make simplifications. There are interesting mathematical techniques to learn and problems to solve in order to make the model work. 

E  I always try to include as much work with the computer as I can in my lessons, and I have used a number of computer models and simulations. Sometimes they relate quite well to what we are already doing, but at other times they deal with things that I suppose are a bit off the syllabus. I don’t worry too much about this as there are other things apart from the subject matter that they can learn about. They learn useful computer skills, such as how to use a spreadsheet, which I think will be useful in the longer term.


 
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