CBLIS Conference Proceedings 2001 Computer based learning in science
http://hdl.handle.net/10797/14802
2024-03-29T01:22:26ZThe development of modeling skills through computer based simulation of an ant colony
http://hdl.handle.net/10797/14850
The development of modeling skills through computer based simulation of an ant colony
Constantinide, K. C.; Kalyfommatou, N. G.; Constantinou, Constantinos P.
Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with
natural phenomena provides the basis for the subsequent development of concepts; the mental representation of
the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and
meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning
skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order
to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision
making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable
engagement with the learning process. Traditional instruction has failed to explicitly take into account many of
these components. This has severely constrained the ability of traditional teaching approaches to promote real
learning. Effective instructional programs need to promote all these components in unison in a manner that
enhances situated learning and promotes awareness of the significance of coherent operational understanding and
its power in shaping decisions, both public and personal. At the level of the individual student, modeling can
provide a theme that runs through the whole of science learning and through appropriate instructional design can
be used to continuously focus in on all the components mentioned above in a systematic and constructive way.
The Learning in Physics Group has a program to explore the way modeling can shape the teaching and learning
process in science and the extent to which computer-based modeling tools can support this process. We have
designed and implemented an intervention to develop the modeling skills of students in upper elementary grades
in the context of division of labour in an ant colony. In this paper, we present the design of our ant colony
simulation environment and the learning outcomes of one classroom trial of our intervention.
Περιέχει το πλήρες κείμενο.
2001-01-01T00:00:00ZUsing midi in music instruction
http://hdl.handle.net/10797/14849
Using midi in music instruction
Stefan, Radim
The contribution deals with practical use of musical format MIDI in singing lessons and in
improving the technique of playing musical instruments. Even the practice of one s part in
harmonizing with other musical instruments or the orchestra accompaniment is another use of
this format.
Περιέχει το πλήρες κείμενο
2001-01-01T00:00:00ZAn open learning environment for thermal phenomena
http://hdl.handle.net/10797/14848
An open learning environment for thermal phenomena
Hatzikraniotis, Euripides; Lefkos, J.; Bisdikian, Garabet; Psillos, D.; Refanidis, J.; Vlahavas, J.
In this work we present an open learning environment, suitable for teaching Heat and Thermodynamics. The
software consists of two independent visual laboratories (one for Heat and the other for Thermodynamics) and a
series of relevant multimedia themes on technology and everyday life. The package has an open and dynamic
structure, that allows the teacher to compose virtual experiments and re-organise the available multimedia themes,
according to the needs of his class. And a pilot evaluation based on the attitudes of experiences physics teachers is
also presented.
Περιέχει το πλήρες κείμενο
2001-01-01T00:00:00ZAn interactive simulation to evaluate student understanding of moon phase formation
http://hdl.handle.net/10797/14847
An interactive simulation to evaluate student understanding of moon phase formation
Constantinou, Constantinos P.; Evagorou, M.P; Ttoffi, P. G.
The development of student understanding of phases of the moon is notoriously difficult due to the
spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the
Greek version of Physics by Inquiry to develop two alternative three-body models with a class of
prospective elementary teachers. At the end of the semester we used a computer-based evaluation
instrument that we developed in order to assess student understanding of the formation of the phases of
the moon as well as the evidence on which students base their models. In this paper, we discuss the
design of the simulation software and the interpretation of the assessment results we obtained in the
context of this application.
Περιέχει το πλήρες κείμενο
2001-01-01T00:00:00Z