This presentation is about Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics. We published an article about this in the International Journal of Science Education: http://bit.ly/simobsart.

1. Utrecht University
Freudenthal Institute
Faculty of Science
Inquiry-Based Whole-Class Teaching
with Computer Simulations in Physics
dr. Nico Rutten
dr. Jan T. van der Veen
Prof.dr. Wouter R. van Joolingen

3. 10-4-2015
FI lunch meeting - presentation Nico Rutten
why?when?and how?

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FI lunch meeting - presentation Nico Rutten
EXAMPLE

5. Computer simulations
are programs based
on a scientific model
of a system
or process.
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FI lunch meeting - presentation Nico Rutten
reference: de Jong, T., 1998, Scientific discovery learning with computer simulations of conceptual
domains

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IN REALITY THE PHENOMENON
IS/GOES…
too small too big too fast too slow
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8. orientation
hypothesis
experiment
conclusion
FI lunch meeting - presentation Nico Rutten
INQUIRY
LEARNING
EXPOSITORY
TEACHING
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9. Learners experiment and construct knowledge as ‘scientists’:
They provide the simulation with input,
observe the output,
draw their conclusions,
and go to the next experiment.
INQUIRY LEARNING
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FI lunch meeting - presentation Nico Rutten
reference: de Jong, T., 1998, Self-directed learning in simulation-based discovery environments

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If the needs
of the learner are:
levels of
Bloom’s
Taxonomy
The role of the instructor is:
The appropriate
technology is:
INFORMATION
structure,
direction,
encouragement
knowledge
DIRECTOR, EXPERT, AUTHORITY
lecturing, demonstrating,
assigning, reinforcing
PRESENTATION
SOFTWARE
Powerpoint,
Authorware
compre-
hension
TRY-OUT,
DEVELOP SKILLS
practice, probe,
interaction
application CO-LEARLER,
ENVIRONMENT SETTER,
MANAGER
interacting, questioning,
giving feedback,
coordinating
INTERACTIVE SOFTWARE
browsers, e-mail,
news groups, simulations
analysis
CREATIVITY,
INNOVATION
experiment,
explore, internal
awareness,
team work
synthesis FACILITATOR,
GUIDE,
DELEGATOR
providing resources
& support,
negotiating
COLLABORATIVE & CREATIVE
threaded discussions,
instant messaging,
authoring software
evaluation
reference: Salinas, M.F., 2008, From Dewey to Gates - A model to integrate psychoeducational
principles in the selection and use of instructional technology

11. 10-4-2015
FI lunch meeting - presentation Nico Rutten
The purpose of the present
study was to investigate
relations between teachers‘
use of computer simulations
in whole-class teaching,
and teachers' and students'
attitudes and learning goals
regarding such use of
computer simulations.

12. OBSERVATIONS
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FI lunch meeting - presentation Nico Rutten

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FI lunch meeting - presentation Nico Rutten
Coding scheme for lesson observations
questions posed by the teacher that are related to physics
codes application examples
What kind of
question is it?
recall
Questions that students should be
able to answer with the knowledge
they already have.
“In what unit is this
variable measured?“
prediction
Students are asked to predict how
a phenomenon will develop further
before this has actually happened.
“What happens if that
variable is doubled?”
observation
The teacher inquires about what
students observe at that moment.
“And what do you see
right now?”
explanation
Students are asked to explain how
it is that a phenomenon has
developed in a certain way.
“Now how do you
explain this result?“
Who answers the
question?
teacher
The question of the teacher is answered by the teacher him-
/herself.
student The question of the teacher is answered by a student.

15. orientation
hypothesis
experiment
conclusion
INQUIRY LEARNING
10-4-2015
FI lunch meeting - presentation Nico Rutten
Teacher asks
for a
prediction.
Teacher asks
for an
observation.
Teacher asks
for an
explanation.

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FI lunch meeting - presentation Nico Rutten
Note. N = 24; *p < .05 (2-tailed); **p < .01 (2-tailed).
Pearson correlations
variable
Student-
Response-
Rate
Inquiry-
Cycle-
Score
M factor
motiva-
tion
M factor
insight
M factor
inspira-
tiondata source
lesson
observations
Student-
Response-Rate
1
Inquiry-Cycle-
Score
-.45* 1
question-
naires
M factor
motivation
.43* .32 1
M factor
insight
.14 .50* .70** 1
M factor
inspiration
.22 .00 .62** .55** 1

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FI lunch meeting - presentation Nico Rutten
CONCLUSIONS
The more one’s
teaching approach
resembles the
inquiry cycle,
The more one’s
teaching approach
is student-centered,
the more students are
convinced that teaching
with computer
simulations contributes
to their insight.
the more students are
convinced that teaching
with computer
simulations contributes
to their motivation.

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FI lunch meeting - presentation Nico Rutten
http://bit.ly/NRutten (case sensitive)