WebCal, WebMechanics, e-Waves and Physical Science (under construction) are experimental sets of web-based course materials developed in order to study the cognitive and motivational benefits of interactive computer simulations in science education. These materials are currently used in the context of face-to-face instruction but ultimately can be transformed for distance education needs.

Traditional mathematics and science instruction focuses heavily on symbolic manipulations, while these materials balance more evenly four different perspectives, symbolic, graphical, numerical, and verbal, more in keeping with the way discipline experts work. Traditional instruction relies on static images (blackboard or textbook diagrams) to help students explore essentially dynamic phenomena, e.g., concepts of instantaneous velocity and acceleration. However, in an interactive simulation dynamic (changing) links are available between multiple representations of a situation. For example, the student sees a car in motion, simultaneously witnessing the creation of plots for position, velocity, and acceleration, as well as tables of numeric values of these variables. Thus, students visually assess the motion of the car and compare their observation of speed and direction to the slope of the position graph, to values on a velocity graph, and to values in a table. This richer environment can lead to a deeper conceptual understanding if sufficient scaffolding is provided for students to learn to move between these representations, as well as symbolic representations. In addition, the exploratory approach built into these materials inculcates the method of scientific inquiry. Students learn to formulate hypotheses, test hypotheses and draw conclusions, all of which are required for subsequent careers in science or engineering.

In traditional instruction feedback is mostly summative, general rather than personal, and occurs after the process of learning has taken place. Our interactive simulations have a built in feedback mechanism that both informs students, and their instructors, about students’ individual successes. It is important to note that this feedback is provided during the learning process, and so can redirect efforts that are going astray.

One particular problem with the integration of technology into education is the existing barriers blocking widespread use by teachers accustomed to traditional instruction. Many teachers are unskilled in the use of computers, and hence uncomfortable with involving their use in classroom situations. Further, teachers are most effective when they have ownership of the approach taken in exposing students to curricular materials. Most commercially available materials (websites accompanying textbooks) do not permit teachers to carry out modification. WebCal, Webmechanics, e-Waves, and Physical Science are structured so that teachers only require moderate skills (e.g., word processing) to modify the structure and approach to their liking.

For further information visit: Science Resources at Vanier College
Use student as both username and password to enter materials (note that the word “student” must be all lowercase).