1. what is simulation
engagement of the student in a situation, experience. trying to understand by exploring the relationships.
Programas capaces de simular en el ordenador situaciones reales y generar resultados precisos (Un
programa implementa un modelo y un ordenador genera su comportamiento).
why simulation
- invisible turns visible: visualizing the invisible
- do or see things not posible in real world (see atoms and comportment, change gravity)
- do things not posible in your situation: utilizacion TIC
- peligroso: en lugar de peligros o toxicidad de labos virtuales y desechos
- caro: sin gasto economico de labo
- todos tienen el material
- highly interactive: interactive learning environment
- own exploration-> deep learning: autonomia, aprendizaje significativo, .....
- motivation (kind of fun, engagement in real experimentation)
- profe libre de observar la exploracion, controla lo que hacen en todo momento, y puede analizar los
resultados en su ordenador cuando quiere
cuidado:
- cada uno su ordenador
- internet en clase
- no hay que sustituir los labos por sims: muy llamativos y manipulativos.
De esta manera, aun que no tengamos las herramientas clásicas para trabajar de manera practica un tema,
lo podemos trabajar de manera practica, con la simulacion (recursos)
Lo mas importante es la interaccion del usuario con el modelo a traves del programa, el cual mediante su
manipulacion desarrolla el pensamiento, la intuición, invención y contraste de hipotesis, y comprendre lo
esencial de cada situación din preocuparse del aprendizaje de contenidos.
-> es una de las aplicaciones mas fructiferas e imaginativas en la enseñanza, ya que encaja con y
complementa los otros procedimentos didacticos, como veremos en una de las buenas practicas, pudiendo
ser tan formativa como el trabajo de laboratorio.

2. how to use simulation:
main: explore, verify, apoyo para entender lo que pasa a niveles invisibles.
- como apoyo a una explicacion: showing what it is in the head of the teacher
- to proof: as a demonstration
- to verify: an hipotesis, as a proof (let´s test it)
- to explore: as a tool to experiment (see impact of action, letʼs test it), for ex; as virtual laboratory
- help to explore: apoyo para ver lo que pasa cuando uno esta manipulando en el laboratorio,ordenador
como instrumento de control: intermediario entre instrumental y experimentador (de (1))
used as an introduction, main part or homework.
requires intense presimulation lesson,
• Instructor preparation: know all the sim and suporting material, have goals clear, verified the Program is
supported by school facilities, integrate instructional simulations with other pedagogies such as
Cooperative Learning or Interactive Lecture Demonstration.
• Active student participation. The learning effectiveness of instructional simulation rests on actively
engaging students in problem solving.
• predict and explain the outcome they expect the simulation to generate.
• make it difficult for students to become passive during the simulation. Students must submit
timely input and not rely on classmates to play for them.
• Instructors should anticipate ways the simulation can go wrong and include this in their pre-simulation
discussion with the class.
• Post-simulation discussion. Students need sufficient time to reflect on the simulation results. Post-simulation
discussion with students leads to deeper learning. The instructor should:
• Provide sufficient time for students to reflect on and discuss what they learned from the
simulation.
• Integrate the course goals into the post-simulation discussion.
• Ask students explicitly asked how the simulation helped them understand the course goals or
how it may have made the goals more confusing.
Why PhET
- free,
- awards:
- Bett 2015 Award finalist with the Royal Society of Chemistry
- Tech Award 2011 Laureate spotlight
- gran variedad: cuantity: 120 simulations/ areas:fisica-> quimica, biologia, ciencias del atierra, mates, etc.
Con Phet puedes experimentar con la gravedad, con tiros parabólicos, con señales de radio y efectos
electromagnéticos, construir sencillos circuitos eléctricos, representar ecuaciones gráficas, experimentar
con señales láser, entre otras posibilidades. (hay capturas pantallas ok en la pagina si las quiero cojer para
powerpoint). http://recursostic.educacion.es/buenaspracticas20/web/es/difundiendo-buenas-practicas/602-
simulaciones-phet-para-aprender-ciencias
- very good quality:
- research based: fisics are right
- tech: muchos cambios se pueden hacer en las simulaciones
- didactic research to promote learning: dose of fun, los cambios se registran de forma numerica y
grafica,...
- embedded gomes and challenges
- fun, but not too sun
- easy to utilize:
- on line or download (one activity or all the web), insertar pagina en una web.
- sencillas funcionan en la gran mayoria de los computers (java y flash, que s epueden descargar
libremente tb).

3. - highly intuitive, so adaptable: it can begin in 4th grade even if created for high school and college
(using a part o the aplication) from high school to elementary school.
- facilities:
" - so well organized: show per triple categories, and browse activities.
- activities proposed for all of sims, con evaluacion: clasified with star
- tutorials and workshops
- contacts with teams and authors
- possibility of modification or creation of sim, changing language
BUENA PRACTICA PhET
1. Gravedad y orbitas: http://phet.colorado.edu/en/contributions/view/3401
Emily Moore, Kathy Perkins, Christine Denison, Trish Loeblein
Emily Moore
Kathy Perkins directora de PhET
Christine Denison, maestra de ciencias of Grade 5
Trish Loeblein, maestra de ciencias High School
Very depened work with the sim, and good general process.
2. Estados de la Materia: http://phet.colorado.edu/en/contributions/view/3573
UTeach Middle School PhET Team
elyse.zimmer@gmail.com
surrounded by other activities: here it is used in order to confirm things that have been seen in other scale
with another activity, understand how they work at an invisble level, and manipulate them.
muestra a escalas diferentes con estrategias y represetnaciones diferentes. La sim como ultimo para
verificar, entender, afinar.
I will explain the first one. You can go thruogh the second with the links I facilitate you n the presentation.

4. ANALISIS BUENA PRACTICA
1. DINAMICA
mostrar con el programa SIM a la diapo 9
2. JUSTIFICACION
- 1.
• Instructor preparation: know all the sim and suporting material, have goals clear, verified the Program is
supported by school facilities, integrate instructional simulations with other pedagogies such as
Cooperative Learning or Interactive Lecture Demonstration.
• Active student participation. The learning effectiveness of instructional simulation rests on actively
engaging students in problem solving.
• predict and explain the outcome they expect the simulation to generate.
• make it difficult for students to become passive during the simulation. Students must submit
timely input and not rely on classmates to play for them.
• Instructors should anticipate ways the simulation can go wrong and include this in their pre-simulation
discussion with the class.
• Post-simulation discussion. Students need sufficient time to reflect on the simulation results. Post-simulation
discussion with students leads to deeper learning. The instructor should:
• Provide sufficient time for students to reflect on and discuss what they learned from the
simulation.
• Integrate the course goals into the post-simulation discussion.
• Ask students explicitly asked how the simulation helped them understand the course goals or
how it may have made the goals more confusing.
2. metodologia adecuada
3. explota posibilidades sim: exploring in an interactive learning environment as a virtual laboratory,
visualizing the invisible, doing things impossible in real life (changing gravity).
4. plan 9 puntos
1. objetives
- go through sims to see what can be done
- choose 2, 3 obj max
- revise the objetives with them,
- they will go beyond them as they explore alone
2. sim features
lo que no se puede hacer sin ellas,...
3. short worksheet
- open for discution and flexible
- focused on inquiry /balanced between activity and exploring sim
4. open play:
- studentʼs engaged
- ask own questions
- they donʼt ask how to navigate
- focused after cause they re already focused
- they own the sim
- tehy love it as they have the play time before
5. avoid explicit explanation
- as intuitive
- if not less engaged
- instead of explaining, ask a challenging question-> they engage
6. open ended questions, challenged

5. - explore
- discuss their ideas
like: fastest year posible,
7. tables: useful structure
- it ask questions to guide them in their exporation and observation
- organize ideas
- place to record the observations
8. chunk
- places for discution: chunk by ideas and topics, discused
9. review
- review the goals: have we seen it
- gives confidence over what they are learning and having learned
-
VIDEO
- Designing PhET activities for the K-12 Classroom. only one with primary school classes. https://
www.youtube.com/watch?v=dsdSiyytv5E
here a “good practice” various teachers made together, comparing various experiences in class room and
based on research.
(3 of them made the activity on gravity and orbits).
K12: FROM ...TO ....
Kathy Perkins director of PhET
Christine Denison, the one in in the video grade 5 Designing PhET. grade 5, science teacher
Trish Loeblein the one of high School in the video Designing PhET
Courtney Fadley grade 6-8, science teacher
it includes a plan in 9 points, as we can see on video (Sacar capturas de pantalla y imagenes de las
worksheets,...) plan in 9 points: metodologia seguida y dinamica
0 to 1.10 /intro
2.47 (or 2.58) to 3.15/ 1. identify standards and objetives
4.41 to 5.55/ 1. and 2. make use of sim features, and to 6.40 3. short worksheet
7.40 to 9.05 / 4. begin with openplay and 5.avoid explicit instruction
9.50 to 12.25 / 6. open-ended questions y challenges/ 7. Tables / 11.30- 8. Chunk activities/ 9. Review
12.35 to 12.50/ feedback
VALORACION

6. OTHER VIDEOS TO SEE:
Using PhET in lecture: prediction experiments.https://www.youtube.com/watch?v=aIq5FaNZKQo
Using PhET in lecture: With clickers. https://www.youtube.com/watch?v=PsETuPSBWMs
Using PhET in lecture: interative lecture demonstration https://www.youtube.com/watch?v=s3gaJK17XAo
Kathy Perkins: Science simulations facilitate STEM education, develop problem-solving skills https://
www.youtube.com/watch?v=bMeHhF23cZs&feature=youtu.be&a
BIBLIO
ver doc 2.Teo-simulacion para las mas importantes
1.OEI – Revista Iberoamericana de EducaciónLaborí de la Nuez, Bárbara; Oleagordia Aguirre, Iñigo:
Estrategias Educativas para el uso de las...http://www.rieoei.org/deloslectores/Labori.PDF
2. Red de buenas prácticas 2.0: Simulaciones PhET para aprender ciencias: http://
recursostic.educacion.es/buenaspracticas20/web/es/difundiendo-buenas-practicas/602-
simulaciones-phet-para-aprender-ciencias
3. 3. Carlos Vasquez Salas: http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/
Numero_20/CARLOS_VAZQUEZ_SALAS01.pdf
4. 4. Pedagogy in action. The SERC portal for Educators
http://serc.carleton.edu/sp/library/simulations/index.html
why teach with simulations
http://serc.carleton.edu/sp/library/simulations/why.html
how to teach with simulations
http://serc.carleton.edu/sp/library/simulations/how.html
Why simulations with Phet
http://serc.carleton.edu/sp/library/phet/what.html
5. Pagina PhET: Part of research of Phet simulations: http://phet.colorado.edu/en/research PhET:
web: http://phet.colorado.edu/
facebook: www.facebook.com/PhETsims
twitter: @PhETSims
pinterest: http://www.pinterest.com/source/phet.colorado.edu/