Research digest: This presentation continues the argument that teachers can design and adapt simulations. It is useful for professional learning because it treats simulation design as pedagogical design.
Classroom use: Use it for teacher workshops: begin with a working model, identify a learning difficulty, then modify the model or prompts to address that difficulty.
Paper: arXiv:1211.1118
Authors: Loo Kang Wee
Publication: AAPT 2012 Winter Meeting
Theme: Physics educators as simulation designers, part 2
What teachers can take from this
This presentation continues the argument that teachers can design and adapt simulations. It is useful for professional learning because it treats simulation design as pedagogical design.
Use it tomorrow
Use it for teacher workshops: begin with a working model, identify a learning difficulty, then modify the model or prompts to address that difficulty.
Pedagogical move
Focus teacher design on student thinking: what should the learner notice, predict, manipulate, and explain?
Good discussion prompts
- What evidence does the model, video, or activity make visible?
- Which variable should students change first, and what should they keep constant?
- What claim can students make from the evidence, and what limitation should they acknowledge?