PhET Interactive Simulations:Effective Classroom Use - Michael ...
PhET Interactive Simulations:Effective Classroom Use - Michael ... PhET Interactive Simulations:Effective Classroom Use - Michael ...
Worse: In-Class activity or Lab Better: • Give directions on how to use • Provide activity and do not the sim offer any pointers on the sim itself • Result: Students are nervous, reluctant to try things, ask lots of questions about sim use, not learning goals. • Result: Students explore uninhibitedly, quickly find/learn all the controls, become the “owner” of the sim.
Example Activity: Masses and Springs • 5-10 minutes of play – No instructions. • Challenge 1:Using data from the sim, make a graph that shows whether or not the springs obey Hooke’s Law. • Challenge 2: What is the mass of the red weight • Challenge 3: Determine the spring constant in two different ways: with your graph from (1) and with the stopwatch.
- Page 1 and 2: PhET Interactive Simulations Effect
- Page 3 and 4: Where is PhET http://phet.colorado.
- Page 5 and 6: Who is PhET Founded by Carl Wieman,
- Page 7 and 8: PhET around the world Serbia Brazil
- Page 9 and 10: How might you use these sims in you
- Page 11 and 12: Versatile! Make easy to use ‣ Fle
- Page 13 and 14: Example: Concept Tests I move the z
- Page 15 and 16: If we increase the error bar on the
- Page 17 and 18: Design Philosophy • Inviting, int
- Page 19 and 20: PhET Design Process 2 - 12 months,
- Page 21 and 22: PhET in popular culture
- Page 23: Do students learn if I just tell th
- Page 27 and 28: What would you like to see in PhET
- Page 29 and 30: How can you contribute Report bugs
- Page 31 and 32: How can PhET stay free • We’re
- Page 33 and 34: Extra Slides Follow
- Page 35 and 36: Old Acid-Base Solutions
- Page 37 and 38: Interview Study: Type of Guidance C
- Page 39: What did students explore 12 featur
Worse:<br />
In-Class activity or Lab<br />
Better:<br />
• Give directions on how to use<br />
• Provide activity and do not<br />
the sim<br />
offer any pointers on the sim<br />
itself<br />
• Result: Students are<br />
nervous, reluctant to try<br />
things, ask lots of<br />
questions about sim use,<br />
not learning goals.<br />
• Result: Students explore<br />
uninhibitedly, quickly<br />
find/learn all the<br />
controls, become the<br />
“owner” of the sim.
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