PREPARING FOR THE CLASSROOM WORK
SUPPORTING OF SIMULATION AND VISUALISATION IN E-LEARNING COURSES FOR STEM EDUCATION
Gertruda Gwodz-Lukawska & Robert Janiga & Jan Guncaga
ABSTRACT
Significant development of information and communication technologies and especially the Internet boom bring new possibilities in education of different subjects of STEM (Sci-ence, Technology, Engineering, and Mathematics). Information technology has provided new innovations to sustain constructing an artificial educational environment by means of computers. Certain artificial environments sometimes go beyond natural environments, such as simulations and virtual reality, which is a sophisticated educational technology. A computer simulation, which enables essential functions of laboratory experiments to be carried out on a computer, is called a virtual laboratory. This simulation support aspect of visualisation in educational process in different school subjects and it is possible to use it in educational process in different study programs at universities including e-learning courses. Understanding of new notions through visualisation belongs to important factors in the constructivist educational approach. The article introduces suggestions for educa-tion in this area and deals with the methods, forms, and problems of this kind of educaeduca-tion.
Keywords: Computer Based Education, Motivation in STEM subjects, simulations, e-learning platforms, virtual laboratory.
INTRODUCTION
Significant development of information and communication technologies and especially the Internet boom brings new possibilities in computer science education at all levels of the educational process. Information technology has provided new innovations to sustain constructing an artificial educational environment by means of computers. Certain arti-ficial environments sometimes go beyond natural environments, such as simulations and virtual reality, which is a sophisticated educational technology (Látal, 2012).
Simulations are also important in mathematics and science education. They assist in understanding and visualizing of new concepts and arguments. Visualizations and simu-lations can rely not only on ideas of a particular subject and the movement, but also on represented schemes and structured diagrams that represent the relationship among the examinee. Mental image operations may be supplemented by actual test handling and generally in a particular handling and result (Gunčaga, Fulier, Eisenmann, 2008).
Computer simulations in science education often go into virtual reality applications.
The virtual reality is distinguished by unique sorts of interaction, that responds to us-ers’ behaviours and actions. It is considered to be a new model of computer-based learn-ing that provides the individual learner with a wider range of scientific vision (Babateen, 2011).
Remotely controlled experiments are experiments that are assembled from real physi-cal aids and devices, but can be controlled in real time via the Internet from anywhere in the world. This (not new, but it is currently not fully exploited) type of experiments gives many people a very strong emotion, either very positive or very negative. Our goal is not to replace traditional school “face to face” experiments remotely controlled experiments, but to offer secondary school and university teachers and their students other alternative experimental work in technical subjects.
Virtual laboratory is a computer simulation, which enables essential functions of lab-oratory experiments to be carried out on a computer is called a virtual lablab-oratory. They offer the opportunity to simulate real equipment and experiments.
VIRTUAL LABORATORIES IN STEM EDUCATION
During the last decades, the information and communication technology has witnessed a rapid development in all fields. The resources of knowledge became various and numer-ous. The STEM courses are obviously connected with technology, both cognitively and practically. Yet, educational professionals consider the importance of integrating infor-mation and communication technology in education mostly in e-leaning, as to facilitate studying many scientific phenomena that cannot be studied experimentally due to its danger, or lack of time to complete the experiment. Furthermore, it will help the student in investigation and searching, which are considered the main aims of STEM teaching.
(Al-Shaie, 2006, Dillon, 2007). The fields of internet-based learning are diverse, including virtual laboratories (see Fig. 1), which are considered the main underpinning in practi-cal electronic learning, seeing that virtual labs closely resemble real labs (Al-Baiati, 2006, Salamah, 2007).
Figure 1. Virtual lab (Látal, 2012).
Moreover, a technology-enriched environment would greatly enhance students’ mo-tivation and develop positive attitude towards the course. Subsequently, the academic achievement would be enhanced. Several studies emphasized the vital role of virtual labs in developing academic achievement, providing awareness of scientific concepts, and modifying misconceptions.
This is the scientific method, in which the artificial induces a storyline with
mined conditions so that it can be under the same conditions repeated. During an ongo-ing experiment objectively monitor measurements usongo-ing instruments interdependence of physical quantities under the influence of the smallest number of distractions. Experiment is the means of knowledge and also a specific form of practice. The results generalize to form physical law (usually described mathematical model), while the other attempts to verify accuracy. (Vybíral, 2006; Mechlová, 1999)
When real experiment is replaced by a computer model, the experiment therefore takes place in the form of a simulation. Virtual laboratories have emerged above all on the Internet (World Wide Web). However, these experimental virtual laboratories in JAVA format (and also those in VRML and Shock-wave-Format) mainly represent classic simu-lations, which are not intended to represent laboratory experiments in a realistic fashion.
Simulations which attempt to represent the real laboratory experiments as closely as pos-sible we call virtual labs.
Laboratory experiments can be described as virtual when the experiments are con-trolled not by direct manipulation of laboratory equipment, but by means of a computer, which is linked up to the actual laboratory equipment via a network (for instance, via the WWW). This type of virtual laboratory is called remote laboratory. Generally speaking, virtual laboratories, like simulations, are intended to transfer conceptual and procedural knowledge. Since this knowledge refers to the preparation, the performance and the eval-uation of laboratory experiments, it is necessary to impart both background knowledge and also knowledge referring to actually carrying out the experiment. As with simulations in general, virtual labs can also facilitate a range of different learning processes: solution of (complex) problems; discovery of new content and new assessment of already known information by means of discovery learning; construction of general principles from ex-perimental work and comparison of individual phenomena (inductive learning).
Virtual laboratory as an educational technology provides an advanced individualized learning perfectly meets the educational needs and provides a high level of flexibility and freedom from constrains of time and place. One of the most important features of virtual reality is the easily and continuous material update aiming to attain learning objectivity and interest (Al-Shanak, Doumi, 2009). With the increasing popularity of virtual educa-tional technology, globally and locally, the development of virtual learning environment became an important field of e-learning which has its own basics and principles.
The learner is constrained to the theoretical method in acquiring knowledge, rarely allowed to apply this knowledge practically. This is due to several reasons including; the lack of laboratory devices, the risks that may result from applying some scientific experi-ments, and the high cost of materials (Al-Radi, 2008). The above display demonstrates the need to apply virtual learning environment in teaching e-learning courses for STEM education.
THE IMPORTANCE OF VISUALIZATION AND SIMULATION IN MATHEMATICS EDUCATION
In mathematics education it is important to represent and visualize various math-ematical concepts, relationships and practices, respectively algorithms. Visualization is usually implemented through different models. The model may take the form of real
mathematical device, but may also be implemented in a suitable virtual software environ-ment. The virtual environment simulates either real environment or seemingly phenom-ena resembling reality and it are created with a computer. Benefits of using models in the teaching of mathematics are that the student can manipulate with the model. Handling real model is via haptics, virtual model manipulation takes place for example by virtual pen or computer mouse.
However, it is important for visualization of mathematical object or relation use ap-propriate and correct model. It often happens that poorly chosen model of representation of mathematical phenomenon or situation may result in not only a misunderstanding, but may also be able to create misconceptions. Detect and remove misconceptions is then a time consuming, difficult and complex process.
The method of generating problems (see Wittman (2001)) seems to be suitable for this kind of education (due to its systematically creating sets of internally connected prob-lems). Student´s activities and instructions have to be regarded as complementary factors in the learning process (see Kopka (1997)). These factors both are necessary and must be systematically related to one another so that optimal progress may occur. The aim of our method is to create areas in which the students may–using the result of guided teaching–
move as independently as possible, and in which he/she may develop their own initiatives.
The student is considering his own problem and he could ask for help as far as it is neces-sary. By this way he can obtain basis for further work. After a problem has been completely solved and clarified the teacher together with students is thinking about further questions and generate problems which are related to the problem just solved. Thus the original problem acts as a generating problem; we will call it generator problem (GP). Related problems are obtained by analogy, variation, generalization, specialization etc. The group of all new problems together with their GP will be called the set of generated problems of the GP or the problem domain of GP. This method is possible to demonstrate with Ge-oGebra for example by the generator problem – examples from historical mathematical textbook Visual Geometry (see Močnik (1856)).
Example 1. Construct three circles with done radiuses m, n, p, that each circle touch other from outside.
Solution: We construct the triangle ABC with sides AB = m+n, AC = m+p and BC
= n+p Now we construct the circle with centre A and radius m, circle with centre B and radius n and circle with centre C and radius p.
The circles fulfilled the condition of the task.
Figure 2. GeoGebra construction in Example 1.
Example 2. We have done three same circles, which touch each other outside. We must now circumscribe fourth circle, which previous three circles touch inside.
Solution: We use construction of previous example and orthocentre of an equilateral triangle (see Figure 3).
Figure 3. GeoGebra construction in Example 2.
GEOGEBRA SIMULATIONS AS A TOOL FOR MODELLING IN E-LEARNING COURSES FOR STEM EDUCATION
An important aim of working with students is not just teaching them, but making them try out and conclude and get the knowledge just “by accident”.The pedagogy is built on research on learning that shows that most students do not respond best to pure “chalk and talk,” but rather to “active learning” environments. Experiments keep learners en-gaged because they get a hands-on experience.
In this part of study we show an innovative method of experiencing mathematics by puzzling.
Creating e-puzzle games was possible due to GeoGebra 5.0.125.0-3D software. In the mathematical environment virtual puzzle can be moved by shifting, rotating, putting on, covering a part of and deforming.
In this way almost classical puzzle, scrabble, scattered, rotated and covered blocks have been built.
We show some examples of using puzzle games in e-learning courses. Those courses are made in Moodle platform and contain:
− lessons with theory (there are simulations showing how to draw for example a function with given asymptotes),
− exercises needed to practice new topic (they consist of many puzzles and other applets which allow repeating until they are made properly),
− tests enabling checking whether the material is already understood.
Example 3. Draw a graph of a function f that fulfils the following conditions:
f has y = 0 as asymptote when x tends to -∞, f has the vertical asymptote x = 0.
As it is very hard to check if the drawn graph is correct (as there are infinitly many solutions) we propose a method in which student doesn’t have just to make the proper graph, but he has some puzzles with curves and his role is only to try to make the graph in the GeoGebra applet and then choose which puzzles he had to use (with or without the appropriate order).
Figure 4: Part of e-learning course made on the Moodle platform.
Solution: While moving puzzles a student see that some conditions are fulfilled or not due to the puzzle number (correct or not).
Figure 5: GeoGebra puzzle in Example 3.
Figure 6: Wrong graph in Example 3.
Figure 7: Correct graph in Example 3.
Example 4. Use the puzzles to build appropriate surface. Choose which puzzles one has to use.
Figure 8: Sample surface in Example 4.
While trying to make the appropriate surface, student can make a mistake and then he gets the answer “Wrong answer. Try again.” and he can use another puzzles to correct oneself and it helps him remember how to draw a good representation later.
At the end, it is worth to mention another very fast way of showing/simulating facts during lectures. It is MobileQuiz, made in Mannheim University, which allows doing some practice while making simple quiz.
Example 5. Solve the equation (x-2)2-4=0.
You can use the movable graph to make it easier.
Figure 9: GeoGebra puzzle in Example 5.
This is a very good way to support students while making the test and give them a tool to check if they are right or no (not just examining but giving the possibility to get the knowledge even during the quiz).
CONCLUSION
Dynamical Geometrical Systems (DGS) is an environment for pupil’s experiments and it is one of kind of virtual mathematical laboratory.The method of generating problems we can use in different parts of school mathematics. For other applications see Billich (2013).
The GeoGebra research community has already international character which brings the opportunity to exchange the experiences in the field of motivation of pupils and students in mathematics education.
Generally, one possible tool in STEM education is demonstration of experiment through virtual laboratory. How we described above, the virtual Lab Concept was defined as “laboratory experiment without real laboratory with its walls and doors. It enables the learner to link between the theoretical aspect and the practical one, without papers and pens. It is electronically programmed in computer in order to simulate the real experi-ments inside the real laboratories.” (Harry, Edward, 2005).
Visualisation through simulation in STEM education helps students to understand new notions, relationships between them and incorporate this new knowledge in existing structure. It is important for development of different levels of thinking in science educa-tion. Simulation is possible to use in manye-learning courses for STEM education, it is possible to use interdisciplinary approach (see also the website http://www.scientix.eu).
Real experiment is impossible to change through virtual experiment in educational process. The role of the virtual experiment is such supporting tool for better understand-ing of principles of demonstrated phenomena. If teacher hasn’t possibility to realize real experiment, he/she can use virtual experiment using computer simulation.
ACKNOWLEDGMENT
Our research supported by grants KEGA 017-KU-4/2014, KEGA 002UJS-4/2014 and GAPF
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