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Abstract Title: What Levels of Guidance Elicit Engaged Exploration with Interactive Simulations?
Abstract: We became teachers because we want everyone to be able to see through science the elegance in nature as we do. Our instincts and years of training lead us to "tell" students about science and math as we understand it. Unfortunately research has shown that telling is not always the most effective way to share our understanding.  Approximately 250 interviews have been conducted with simulations developed by the Physics Education Technology (PhET) Project [1]. These interviews have provided a wealth of data about student engagement and learning. We've conducted interviews using several different levels of guidance and found that the level of guidance influences the amount of student engagement. Minimal but nonzero guidance with many of these simulations creates the optimum engaged exploration and impressive amounts of learning.[2]

1. phet.colorado.edu  2. This work is supported in part by the National Science Foundation and the William and Flora Hewlett Foundation.
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Wendy Adams
University of Colorado, Boulder
1914 18th Avenue
Greeley, CO 80631
Phone: 970 539-6154
Fax: 970 352-3506
and Co-Presenter(s)
Carl Wieman, University of British Columbia