PhET Webinar - July 11, 2012
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A presentation about PhET science and math simulations made as a part of this P2PU School of Ed course https://p2pu.org/en/groups/sims/
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PhET Webinar - July 11, 2012
- 1. Using PhET Interactive Simulations Live Discussion 1 Are you early? Check out this sim Salts and Solubility Trish Loeblein and Karen Fasimpaur Please mute your phet.colorado.edu microphone in Workshop Sponsored by P2PU upper left corner July 11, 2012
- 2. Goals • Q&A: How does the homework help be a collaborative learner? • Address participants comments from homework. • Give more info about sim design and best practices for use • Explore the simulations and activities • Next homework: Ideas for planning use in your environment – Watch for “Tasks”
- 3. Q&A How does the homework help be a collaborative learner? 1. Get to know each other 2. Explore some PhET resources Chat or Raise your hand
- 4. Some answers to comments Next slides include more details than in “Replies” from online course Feel free to chat or raise your hand
- 5. Whose Trish? Experience with PhET • Trish — teaching chem, physics, math since 1981 • 7 years of PhET use in High School • See “Using PhET simulation activities in High School Chemistry: Examples”
- 6. How can PhET be free? National Science Foundation The Hewlett Foundation The O’Donnell Foundation The University of Colorado Carl Wieman & Sarah Gilbert Corporate sponsors, schools, and individuals like you!
- 7. Who is PhET?
- 8. What makes these sims effective educational tools? Beer’s Law Lab Designed for Inquiry
- 9. PhET design principles? Inviting, intuitive interface, usable without instructions Highly interactive: instant animated feedback as students explore Accurate, dynamic visual representations; show the invisible Allow actions that would be difficult or impossible in the real world Game-like environment Interface design that implicitly scaffolds inquiry
- 10. PhET design process? Learning goals Final design Initial design Research Interviews Classrooms Redesign
- 11. Is the sim intuitive? Do students find the controls?
- 12. Redesign Before After Can you spot the changes?
- 13. PhET’s goals for students? Engage Learn Have Fun! Take Ownership Make Connections See Science as Accessible
- 14. PhET’s goals for teachers? Student Centered Multi-Level Goals Value Student Ideas Engage with Students Encourage and Guide Inquiry Build On Student Prior Knowledge
- 15. Research behind sims? How can an activity affect student interaction with the sim? Acid-Base Solutions
- 16. Three different activities A3: Heavy In the “Solutions” section of the control panel, select “Strong Acid.” Record the equation. A2: Medium Guidance Use the “Introduction” tab to compare strong and weak acid solutions. Describe all the ways that the solutions are similar and different. A1: Light Explore the sim. Make sure to investigate all of the factors that affect the pH of a solution.
- 17. Guidance affects interaction Sim Interaction Guidance clicks per minute
- 18. More guidance = less exploration Selected Showed Dunked pH Dunked pH Completed base solvent meter paper circuit See “SEI Resources on Instruction”
- 19. Activity design – your thoughts Salts and Solubility Keep BigBlueButton open -Play with this sim for 4 minutes. Listen to be called back for discussion
- 20. Designing inquiry activities Add 100 silver Investigate bromide pairs to different salts. the water. How What features many silver and do salts have in bromide ions common, and dissolve in the how do salts water? Repeat differ from each this for all salts. other? What will students be doing and learning?
- 21. Research based inquiry strategies Specific learning goals Students reason and make sense Connect to students’ knowledge & experiences Collaborative activities Minimal directions Students self-check understanding Next homework: Check out phet.colorado.edu for more PhET Advice for Inquiry
- 22. How might you use PhET sims? • Context and activity are very important!
- 23. Tips for productive inquiry • Start with 5-10 minute open play – Establish student ownership of the sim • Minimize or eliminate “sim-specific directions” • Use open, investigative questions Set the acid Explore all concentration the things that to 0.010 M … affect pH.
- 24. PhET activity database • Get activities online – Over 500 activities – Open-use license: Creative Commons – Attribution – Gold stars align with PhET strategies • Write your own activities and share – Posting to the database is easy and helps other teachers – Combine existing activities or write from scratch to address your learning goals
- 25. Thanks for participating! • Visit us on the web – http://phet.colorado.edu – Watch for new sims – Download handouts from today – Contribute a teaching activity • Contact us – phethelp@colorado.edu – Suggest new sim topics – Report bugs • Keep in touch
- 26. Explore the sims and tasks
- 27. See you next Wednesday for another live discussion
Editor's Notes
- This webinar is provided via BigBlueButton. There is not a good way to share screens nor video. Since this is an asynchronous class, the participants have done some homework 1. Browse the participants and see what they had to say as they enrolled at https://p2pu.org/en/groups/sims/sign-up/ The questions were What made you interested in this topic? What do you hope to achieve by participating? Are you interested in helping with the course organization? How does knowing this information help you as an online collaborative learner? 2. Get ready for your journey into Using PhET Interactive Simulations by exploring one of the three resources. 1. Handout about PhET (this is the attachment and it is what we handed out at ISTE - but I don't see how to include it) 2. July Newsletter at http://phet.colorado.edu/newsletters/2012-july/newsletter.html 3. "For Teachers" pages starting at http://phet.colorado.edu/en/for-teachers . Then share your ideas about these resources. You could use the prompts below to help you with ideas for sharing: a) What might you share with a colleague? b) How does the resource help you use PhET? c) What questions come to mind for discussion in this course?
- Trish discussion about use (not activity design—that comes later) Handout: Example of Uses in High School Chemistry (purple)
- Nobel Prize winner Carl Wieman (2001) used his prize money to start PhET New funding for middle school Each sim costs about 50,000
- Our team: University faculty, post-docs, HS teachers, computer developers 10 full-time, 8 part-time
- Research informs our learning goals & initial design After initial design, we interview students and often redesign the sim; interviews add to the research base After redesign, we and others use the sims in classrooms; data adds to the research base Each sim is about 4-9 months. Can be 2 – 12 months, $50K/sim
- Demo “before” sim first. Then play clip (1.5 minutes). Also example of screen-capture software.
- PhET’s Goals for Students - talk through the extended version of each. Students will … 1. Engage in productive, scientist-like exploration o Ask questions o Make predictions o Use evidence to support ideas o Monitor and reflect on their understanding o Direct the exploration 2. Achieve conceptual learning o Develop and use expert visual models o Coordinate across representations Draw cause-effect relationships 4. Have fun 3. Take and sense ownership of learning experience 5. Make connections to everyday life (e.g. science to the real world) 6. See science as accessible and understandable o Identify as a scientist (a person that can use scientific reasoning) o Generate further interest in science
- Start with Student Centered, ask what this means to my audience. After discussion, show the other goals and say here’s what our ideas are about what that looks like PhET’s Goals for Teachers - take home message is that you don’t have to be the expert Teachers will … Create a student-centered classroom 8. Value and address multiple goals - content, process, habits of mind, interest, etc. Hear and value student ideas Engage in inquiry with the students Encourage and guide student inquiry 6. Build on students’ prior knowledge 7. Promote student agency – students being primary actors in their learning 8. Be responsive to the situation (e.g. enable teacher flexibility such as to respond to student ideas) – subcategory to engage with students. Acknowledge that this is difficult. 9. Know common student difficulties 10. Adapt activity to their environment and their students (e.g. for varying learning goals and education levels) – this empowers teachers. 11. Bring their teacher experience , professionalism, and knowledge of their students to designing, implementing, and improving activities, implementation, and sim design. -- we benefit from and learn a lot from teachers, and we hope they will tell us about their classes, students, goals, activities they use, etc.
- Demo Acid Base sim. Goal of the study was to see the role of the activity in student’s sim use. Does it matter?
- ASK: What do you think will happen here? Ask before moving on. What do you predict about interaction and exploration?
- Red = Light guidance (Open Explore) Blue = Medium guidance (explore, then do questions) Green = Heavy guidance (explicit directions, not told to explore) Red group wasn’t told to use anything in particular. Most students used all the features of the sim. Blue group was told to explore, then told to look at acids and pH. Many students used all the features (slightly less than red) Green group was told to dunk the pH meter, and not told to use any of the other options in this graph. ASK What does this mean to you? How can you use this information in your class to guide your activities? Say: Students with more guidance followed directions, but took fewer opportunities to expand their knowledge by exploring related concepts with the sim. Enabling exploration helps encourage the scientific practices standards. HANDOUT: SEI resources
- Let particpants play with sim for 5 minutes Say: Activity design matters.
- Say: Take a look at this, talk to neighbors, what do you think students will be doing and learning. Share out ideas. Active facilitation: Both activities have their place, but what we have found is red is the best way to get students started using a new sim. Eg. First one gets to the point, second is more open ended. Blue is more technical jargon, red is more inquiry based, our research shows it works better, and it supports the national standards. HANDOUT: Inquiry strategies to best take advantage of PhET sim design. (Green) Say: What characteristics do you see in the red one that exemplify the strategies.
- Here’s what we recommend, very general guidelines Ownership and inquiry – open play time seems to be really effective with all students. To further summarize what our research shows, this is what works best. This slide is a repeat of what I’ve said, could be condensed or omitted.
- Say: Can only be used with internet access Trish experience writing activities: alpha and beta decay was faster from scratch than combining old activities Highlight last bullet for Trish!
- At 11:00 am, have popcorn share out.