Abbye Compton

Mutlu Sen
EDIT 2000
1 February 2016
Simulations Helping Students with Science
In my biology lab last semester, we learned about Polymerase Chain
Reactions, or PCR, and how it is used in real life to amplify sections of DNA in order
to identify suspects in criminal cases, determine the father of a baby, etc. For the
first lab dealing with PCR, we ran a PCR reaction in real life with a sample of our own
DNA. In the second lab, however, we used a computer program to simulate a PCR
reaction in order to determine whether a baby in a fictional family was at risk for a
certain disease.
Although the first lab was interesting and allowed us to receive hands on
experience in running the reaction, the second lab with the computer program
helped me to better understand the process going on during the PCR reaction. It
was also much faster than the one in real life, and it gave us the chance to apply it
to real life. Since I am a science education major with an emphasis in biology, it
made me wonder whether other kinds of computer programs, like the PCR one,
could be implemented into middle and high school science classrooms in order to
give students a real world look into what they are learning. Thats what made me
interested in reading an article on how science simulations are starting to be
implemented into classrooms.

A modeling software called StarLogo TNG (The Next Generation) is helping

students and teachers better be able to implement Biology, Chemistry, Physics, and
Astronomy simulations into the classroom. These simulations allow students to
manipulate variables and see what the consequences are on a larger scale. This is a
major plus for students learning about ecosystems, velocity, diseases and how they
spread through a population, etc. Instead of just taking notes on velocity and
hearing about how two variables are related, they can use the computer program to
manipulate the variables and forces working on an air track and see the results.
Previously it was hard for teachers to give students the opportunity to work
with simulations because many of them were not familiar with programming, and so
were not able to help their students with it. StarLogo, however, has made
programming much easier so that it will not be a stumbling block for teachers trying
to incorporate more interactive programs into their lesson plans. They achieve this
by making programming into something of a jigsaw puzzle. Teachers or students
can select a list of commands and drag them onto the canvas. Then they can
select other commands that are made to fit into the edge of the other command.
Without much effort, teachers can use this jigsaw programming technique in order
to build the simulations that best fit in with their curriculum.
This program and other programs like it that create interactive ways of
learning about science can change the way students view the field. Instead of
sitting back and passively learning about topics, students can work with the
material and incorporate it into their lives. These programs can make science a fun
and interesting subject for students again. Theyll be able to use problem solving
and become the scientists other than simply learning about scientists and the work
theyve already completed. It also takes some of the time and cost out of

performing experiments in real life. For example, you wouldnt have to buy stock
solutions of all the different chemicals needed or wait the required amount of time
for a reaction to take place.
An increase in the amount of simulations and computer based learning in the
classroom, however, raises some questions. How do make use of these new
simulations in class without depriving students of the opportunity to have real,
hands on experiences? For example, although it would be much faster for a student
to be able to play with a simulation showing what color different elements make
when burned and use that method to determine the contents of an unknown
substance, it takes away from the student actually being able to learn how to light a
Bunsen burner, how to handle one correctly, and how to safely handle chemical
substances. Where do we draw the line between what topics a simulation is best
used for and when students should be able to perform the task in real life.

References
Klopfer, E., Scheintaub, H., Huang, W., & Wendel, D. (2010). Constructing Learning.
Learning & Leading with Technology, 37(5), 26-28. Retrieved from
http://www.learningandleading-digital.com/learning_leading/201002?
search_term=Biology&doc_id=-1&search_term=Biology&pg=30#pg30