JH

TEACHING PRACTICAL SKILLS WITH DIGITAL SIMULATIONS

Introduction

  • Discussion about the common issue in lab classes: students becoming disengaged when performing hands-on activities.

  • Guest: Helen discusses her experience with implementing simulations in lab classes.

Gamification of Learning

  • Acknowledges that simulations can resemble play; termed "gamification."

  • Emphasizes the importance of play in learning, especially from infancy.

  • Questions if real labs are essential for science learning.

Limitations of Traditional Lab Classes

  • Assumption: Best science learning occurs in real labs.

  • Evidence shows teaching labs often fail to achieve intended outcomes.

    • Cookbook labs: students follow protocols too quickly, leading to disengagement.

  • Teachers also feel inefficiency, unable to engage in deeper learning dialogues with students.

  • Employers report skills gaps among STEM graduates from university.

Importance of Mistakes in Learning

  • Acknowledgment of the value of mistakes in learning.

  • Productive failure is critical for understanding.

  • Traditional lab setups do not provide time or resources to facilitate learning from mistakes.

  • Simulations allow for repeated experiences where students can learn from incorrect outcomes.

Investigating Learning Outcomes: Simulations vs. Traditional Labs

  • Helen's study focused on a key microbiology technique: isolating colonies of bacteria.

  • Data comparison of students learning through labs vs. simulation.

    • Both groups had similar success rates in mastering the technique (aiming for a score of 5).

  • Evidence shows students can learn effectively from both traditional methods and simulations.

Student Motivation and Knowledge Gain from Simulations

  • Helen investigated the impact of simulations on student motivation and learning.

    • Grouping students based on baseline knowledge (high, medium, low).

    • Knowledge gain was significant in medium and low knowledge students during simulations.

  • Observations on student motivation and self-efficacy:

    • High motivation levels noted across all knowledge groups, particularly in high-knowledge students.

    • Improvement in non-cognitive skills (e.g., self-efficacy) was also observed.

Conclusion

  • Summary of findings highlights the effectiveness of simulations as valid educational tools in STEM fields.

  • Thanks expressed to Helen for her insights and findings.