Research digest: This is an early articulation of a teacher-designer stance. The value is that teachers can build models around the exact conceptual bottlenecks they see in class.
Classroom use: Use it to introduce EJS as a design environment rather than a repository of finished applets.
Paper: arXiv:1210.5002
Authors: Loo Kang Wee
Publication: AAPT 2010 Summer Meeting
Theme: Physics educators designing simulations
What teachers can take from this
This is an early articulation of a teacher-designer stance. The value is that teachers can build models around the exact conceptual bottlenecks they see in class.
Use it tomorrow
Use it to introduce EJS as a design environment rather than a repository of finished applets.
Pedagogical move
Ask teachers to articulate the misconception first; the model design should respond to that learning need.
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?