Garry Falloon
Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis
Macquarie University
early research investigated young students understandings science concepts using physical equipment technological advances mean new options introduce ideas devices ipads simulations however research investigating use simulations early years science learning limited study applied revisions kolbs experiential learning theoretical model determine ageindicated science simulations effective teaching 5 year olds simple circuit building procedures electricity concepts function circuit components also explored whether engagement simulations provided worthwhile opportunities exercise higher order capabilities reflective thinking abstraction skills oftencited literature valuable outcomes older student adult use simulations findings indicate students developed solid base procedural knowledge constructing different circuits functional knowledge circuit components applied different circuit designs emergence tentative generalised theories current effects different circuit designs performance resistors linked exercise reflective descriptive thinking also noted many students however examples found simulations appearing foster common misconceptions current consumed resistors indicating teachers need highly vigilant work closely students ensure accurate understandings developed overall appropriate teacher support careful selection review study concludes simulations effective introducing young students simple physical science concepts providing opportunities engage higher order thinking processes