Middle School Student Use of Interactive Climate Change Simulations: Periods of Observation and Activity

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-7 - Expanding the Scope of Learning With Innovative Technologies

Abstract

When students use interactive simulations as a part of the curriculum, students often miss main points or important nuances of the simulations. Often, these simulations are structured as inquiry activities, so students are able to direct their use and learning from the simulations. Our analysis of log data from student use of simulations, as well as pre- and posttest responses revealed that students who spend more time observing the model between the changes they make to the inputs are more likely to make learning gains throughout the curriculum. These periods of observation are important in allowing the simulation to play out with given inputs and in allowing students time to make sense of what they see on the screen.

Authors

• Elizabeth McBride, University of California - Berkeley

• Mario Manuel Martinez-Garza, University of California - Berkeley

• Jonathan Michael Vitale, University of California - Berkeley

• Marcia Linn, University of California - Berkeley