Because of the open-ended nature of simulations, in which students can ask their own questions and engage in exploration, classroom norms often shift from teacher-centered instruction to student-centered learning (Atabas et al., 2020 Moore et al., 2013 & 2014), shifts which are in line with effective pedagogical practices for active learning that educational research has shown to have a positive impact on student learning (Moore, et. When compared with traditional hands-on laboratory experiences, the use of PhET simulations often results in significantly greater conceptual understanding, as evidenced by both researchers from the PhET team (Finkelstein et al., 2005 Perkins et al., 2006) and external researchers (see Banda & Nzabahimana (2021) for a review of 31 studies from more than a dozen countries worldwide). There is substantial and growing evidence that teachers’ adoption of PhET simulations does much more than fill a gap for physical equipment. PhET has been supported by seven research grants from the National Science Foundation. PhET simulations are a leading STEM resource and have broad adoption by STEM teachers (~125 million uses annually in the US, ~250 million uses globally). Since 2002, PhET has developed interactive sims through research, co-design, and user testing, advancing educational technology design and what is known about how learners make sense of STEM concepts. To close, the presenter will give a quick overview of the PhET Virtual Workshop, accessible freely online, where attendees can gather more information about these pedagogies, including templates, and make requests for PhET to provide support to their teachers and school districts. In the final moments, participants will be presented a new simulation, and asked to develop their own scenario for an Interactive Lecture Demonstration and a Challenge Prompt (10 minutes).
PHET COLORADO PHYSICS SIMULATIONS HOW TO
To demonstrate how to use simulations with the support of a scaffolded worksheet for small group work or homework, participants will work in small groups to respond to a Challenge Prompt using the same simulation, encouraging them to each come up with a design that meets the challenge’s criteria (15 minutes). Using a template, participants will make predictions, and explain their reasoning to a peer before coming to a final decision about their prediction, and then seeing the outcome from the simulation, followed by revising their thinking with a peer. During this portion, the presenter will project a simulation with a thought-provoking question.
Afterward, the presenter will have participants use the simulation to respond, as if they were students, using a prediction sheet, to an Interactive Lecture Demonstration (15 minutes). First, the presenter will provide a very brief overview of PhET and how to access the simulations online, including a summary of the design process and evidence base for effectiveness (5 minutes), exploration of the simulations on the website (5 minutes), followed by open play with one specific simulation (5 minutes). This session will include four portions to align with the four specific objectives. Participants who engage in this session will learn how to (1) Access PhET simulations and resources (from ), (2) Develop an interactive demonstration (using a template), (3) Craft a challenge prompt (using a template), and (4) Access the PhET Virtual Workshop for deeper learning (from ). The purpose of this session will be to increase attendees’ familiarity with PhET simulations, develop sim-related prompts using PhET pedagogies, and understand where to seek further support to go deeper with the pedagogies. Further, simulations can significantly enhance students' conceptualization of fundamental math and science concepts that are abstract, and allow learners to explore mathematical and natural scenarios through student-centered inquiry. Many teachers and students can benefit from the use of simulations to enhance existing hands-on activities, or to substitute physical materials when they are unavailable.
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