PhET’s Research-based Guidelines for Design and Use of Interactive Simulations

Details PhET’s Research-based Guidelines for Design and Use of Interactive Simulations PhET’s Research-based Guidelines for Design and Use of Interactive Simulations

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.6601p&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #66.01; Bulletin of the American Astronomical Society, V

Computer Science

Learning

Scientific paper

Interactive computer simulations are emerging as a powerful new tool for engaging students in learning. The effectiveness of using simulations, however, depends on both the design of the simulation and how it is used with students. Thus, design and use must be well grounded in research on how people learn, interface design, and student learning in physics. For instance, effective simulations will be able to engage students in exploration where they actively work to make sense of what they see. Students construct their understanding with feedback provided through their interaction with the simulation. The Physics Education Technology (PhET) project has developed over 60 simulations for use in teaching physics, math, chemistry, and physical science [1,2]. (All sims are free online). As part of this development process, our research has built on the existing literature with results from interviews of over 165 students and studies of student use of simulations in diverse environments. Here, we present our findings from these research efforts in the form of research-based guidelines for designing effective simulations and for developing activities that engage students in effective learning with the simulations.
[1] http://phet.colorado.edu
[2] PhET is supported by the National Science Foundation, the Hewlett Foundation, and the Kavli Foundation.

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