Computer Simulations BEING A Learning Tool

Computers simulations are being use as learning tools in classrooms settings. Specifically, technology educators are now using computer simulations as a way of instruction. Though the years, computer simulations have been area of the development of physical, athletics, natural and communal sciences. In common life, children, as wells as, people have experienced computer simulations through computer games. Studies demonstrated computer simulations can improve students' learning; analysts claim that they can become an effective tool for students simulate or imitate real life situations in a programmed environment when learning is inaccessible due to cost or protection. Now, how a computer simulation boosts the learning procedure for the students.

Introduction

With the speedy grows of computer software, computer used in education is becoming affordable. Nowadays, students have access to a computer on a daily basis, and some of them receive formal teaching of computer use as in virtually any other subject matter. Traditional instructions offered little if any interaction between instructors and student and they started to get bored. As a result, it became an important for teachers to keep up students participate while teaching; specially when the lesson being shown involves abstract ideas that might be too difficult or complicated to understand. One of the main goals why computer simulations entered the classrooms was the need of creating a host where students might use simulations to build up their thinking capabilities and "to permit them to make decisions properly, also to solve a challenge" THE CONSEQUENCES of Inquiry- Based Computer Simulation with. . . (n. d. ) more efficiently.

Research Problem

The main outcomes of the studies suggested that computer simulations can help students' conceptual changes and enhance their critical thinking. Students learning can be increase when educators "can target students' attention on learning objectives when real-world surroundings are simplified, causality of incidents is clearly described, and unnecessary cognitive jobs are reduced through a simulation" Using Computer Simulations to improve Science Teaching and. . . (n. d. ).

Literature Review

The efficiency of cognitive learning increase by computer simulations has been supported by 31 researcher studies conducted in K-12 educational adjustments on students of sciences and mathematics. Zietsman and Hewson (1986) have a study on 74 high schools and freshmen university students. The research wanted to observe how computer simulations done in a microcomputer can change conceptual change strategies. At the end of the study, the author reported that students had a more sensible understanding of the look of velocity. Therefore, science teaching improved through conceptual changes strategies in conjunction of computer simulations are a very important learning tool. Relating to Randy and Smetana (as cited in 2008), computer simulations can be "interactive, legitimate, important learning opportunity" (p. 23).

In another review, "Computer simulations as an inquiry tool" by Mintz, R. (1993), students were expose to computer simulations, as to regulate how these projects improve inquiry work in the school room. The actual task consisted on the study with an ecological system using a aquarium where professors added a fresh variable each and every time. In the experiment, students were "asked to consider hypotheses, carry out experiment, and keep an eye on and screen data and draw conclusions "Using Computer Simulations to improve Science Coaching and. . . (n. d. ). The results were "that students were successful in developing, implementing and analyzing the results of three ecological problems, noting improvement even as "inquiry responsibilities became increasingly intricate. Students also started employing more" correct and analytical strategies, rather than relying on trial and error" Using Computer Simulations to Enhance Science Teaching and. . . (n. d. ).

Technology teachers are using computer simulations as a way of instruction. A different researcher conducted to find how computer simulations help educating problem fixing in the content area instruction. The study selected two sets of students with health disabilities. One group was to receive teaching with traditional procedures, and the other with professor instruction plus computer simulation. The results were that the group using computer simulation proved a big change in problem solving skills. The test concluded "teacher training combined with computer simulation can increase factual order and high order of thinking skills" Digital Simple fact/Simulations with UDL Country wide Focus on. . . (n. d. ).

Computer simulations can improve teaching and learning

The success of cognitive learning increase by computer simulations has been reinforced by 31 researcher studies conducted in K-12 educational adjustments on students of sciences and mathematics. Zietsman and Hewson (1986) does a research on 74 high universities and freshmen college students. The study wanted to observe how computer simulations done in a microcomputer can transform conceptual change strategies. At the end of the study, the writer reported that students got a more reasonable understanding of the look of velocity. Subsequently, science teaching improved by the use of conceptual changes strategies in conjunction of computer simulations are a very important learning tool. According to Randy and Smetana (as cited in 2008), computer simulations can be "interactive, genuine, important learning opportunity" (p. 23).

In another review, "Computer simulations as an inquiry tool" by Mintz, R. (1993), students were expose to computer simulations, concerning regulate how these jobs improve inquiry work in the class room. The actual task consisted on the study with an ecological system by using a aquarium where educators added a new variable each and every time. In the test, students were "asked to consider hypotheses, carry out experiment, and screen and display data and attract conclusions "Using Computer Simulations to improve Science Coaching and. . . (n. d. ). The results were "that students were successful in creating, implementing and inspecting the results of three ecological problems, noting improvement even as inquiry tasks became increasingly sophisticated. Students also began employing more exact and analytical strategies, rather than relying on learning from your errors" Using Computer Simulations to improve Science Teaching and. . . (n. d. ).

Technology teachers are using computer simulations as a way of instruction. An alternative researcher conducted to find how computer simulations help instructing problem handling in the content area instruction. The analysis selected two groups of students with health disabilities. One group was to receive instruction with traditional techniques, and the other with instructor instruction plus computer simulation. The results were that the group using computer simulation proved a big change in problem fixing skills. The experiment concluded "teacher training coupled with computer simulation can increase factual order and high order of thinking skills" Exclusive Actuality/Simulations with UDL Country wide Center on. . . (n. d. ).

Advantages

After more than 20 years of research about computer simulations programs in education, many advantages can be considered a reference. Among the features of computer simulations is that number a three-dimensional process by bringing to life intangibles happenings, and on the other hand textbooks only take a two-dimensional view. Another advantages, made available from computer simulations is the possibility to clarify certainty using video games by modeling issues and developing a notion in a collaborative and interactive environment.

Research Design

The research design found in these studies was descriptive research. The observation of the students was conducted in a familiar environment for the students, the classrooms, as students engage in the investigation, difference in a student's communal, political and technological issues emerged. As a result, researchers began to ask questions throughout the simulations to target student's inquiry through the exploration. Studies in computer simulations range depending on which kind of simulations is been used. De Jong and Vehicle Jooling, (1998) divide computer simulations into two main categories: simulations comprising a conceptual model that holds principles, concepts, and facts related to the system being simulated; those based on functional model include sequences of cognitive and non-cognitive operation that may be applied to the training.

Limitations of the research

There are several limitations to the consumption of computer simulations as an efficient learning tool. Based on the statement by the Country wide Center on Accessing the General Curriculum about computer simulations, most studies advised "that computer simulations can be effectively put in place across a broad range of class levels" Virtual Certainty/Simulations with UDL | National Center on. . . (n. d. ). Nevertheless, most of the studies only focus in middle marks, and elementary students were terribly symbolized. Among other limitations is he students' preceding experience manipulating computer systems in the class room because there is no evidence demonstrating the student's computer training. In addition, teacher computer training and support havent been pointed out.

Implications for practice

Computer simulations have become an extremely useful tool to simulate surroundings. In the foreseeable future, I can include the finding in these analysts to travel more comprehensive about the benefits that computer simulations offer, as a future instructor, I will include some of the web-based simulations in my own lesson designs to observe how my students react to this new stimuli, and how simplifies the knowledge of abstracts, intangibles or intricate themes.

Conclusion

Although, more studies has to be done to verify their effectiveness in all regions of the teaching instruction. Nevertheless, most of the studies found they actually more good than harm. Computer simulations help the students never to wonder, but instead than ask questions, test their own hypothesis and experience how things work.

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