NSTA Position Paper on Computer Use
http://www.nsta.org/positionstatement&psid=4
The NSTA is probably the largest group of science teachers in the country, and their opinion is very influential in the world of science teaching. If they accept something, then it's something that is either mainstream and acceptable, or will be there soon. I decided to look at their position on computer use to see if it has any comments on animations, simulations, and virtual labs.
This list discusses a number of the reasons for using a simulation, but they also make it clear that simulations should not replace an experience in the laboratory if it is possible. The lab I've developed will be used in exactly that manner-- I don't have the time between now and the AP to do a lab as intensive as the one I want to do (a full qualitative analysis scheme with an unknown), but they need the experience. Additionally, they need the opportunity to practice their work on predicting and describing chemical reactions. I think this position paper is both supportive of the use of such software and limiting of it all at the same time. I'm really finding it difficult to balance when using virtual labs is helpful and when it isn't. Clearly, there's a bigger role for it than simply as an enrichment activity, but I have to be sure I'm not using it too much and trying to replace the full laboratory experience.
The NSTA is probably the largest group of science teachers in the country, and their opinion is very influential in the world of science teaching. If they accept something, then it's something that is either mainstream and acceptable, or will be there soon. I decided to look at their position on computer use to see if it has any comments on animations, simulations, and virtual labs.
Simulation software should provide opportunities to explore concepts and models which are not readily accessible in the laboratory, e.g., those that require:
a. expensive or unavailable materials or equipment
b. hazardous materials or procedures
c. levels of skills not yet achieved by the students
d. more time than is possible or appropriate in a realtime classroom, e.g., population growth simulations.
This list discusses a number of the reasons for using a simulation, but they also make it clear that simulations should not replace an experience in the laboratory if it is possible. The lab I've developed will be used in exactly that manner-- I don't have the time between now and the AP to do a lab as intensive as the one I want to do (a full qualitative analysis scheme with an unknown), but they need the experience. Additionally, they need the opportunity to practice their work on predicting and describing chemical reactions. I think this position paper is both supportive of the use of such software and limiting of it all at the same time. I'm really finding it difficult to balance when using virtual labs is helpful and when it isn't. Clearly, there's a bigger role for it than simply as an enrichment activity, but I have to be sure I'm not using it too much and trying to replace the full laboratory experience.
posted by MJS at 11:43 PM
2 Comments:
Matt,
That was a good idea you had to look up the NSTA's position on virtual labs. I'm looking up the position on my topics.
Jessica
Matt,
Maybe after the AP would be a good time to complete the experiment. Have you looked at Fathom? That is the software I evaluated. I would love to explore the possibilities of a software that would promote cross curricular activities.
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