Computer Simulation Usages in Science and Biology Education (original) (raw)
Related papers
There is a belief about not to able to achieve learning science and it is generally thought to be hard to learn science. As a result of this belief, the target level of success can not be achieved in science studying science lesson by experiment makes the students' success and interest more powerful and it makes them love this lesson. The need of using the simulation program in the laboratories, which are inadequate for experiment due to the physical impossibility and many different problems, has been inevitable. The basic target of this work is to find out the benefits of the simulation methods supported by computer. In order to make this target possible, the " Work-Power-Energy " topic, which takes place in the science and technology book of primary schools, is choose for making this topic appear properly in students mind, a simulation has been constructed. At the end of the experiment it has been made clear that the way of teaching supported by simulation in science teaching is more effective than the classic way of teaching. It has been proved to be an effective way of raising the success of the students.
Effect of the Use of computer Simulation on the performance of Biology Students
This study investigated the effects of computer Simulation on secondary school students performance in Biology. Also, the influence of gender on the performance of students exposed to Computer Simulation package was examined. The research was a quasi-experimental design. The sample for the study comprised 100 third year senior secondary school 3 students (SSS 3) sampled from two private secondary schools, in Education District 5 of Lagos State, Nigeria. The students pre-test and post test scores were subjected to Student t-test. The findings of the study showed that the performance of students exposed to Computer Simulation were better than their counterparts exposed to the conventional classroom instruction. However, no significant difference existed in the performance of male and female students exposed to Computer Simulation. Based on the research findings recommendations were made on the need to develop relevant Computer Simulation packages for teaching Biology and other sciences in Nigerian secondary schools. Recessive describes an allele that is not expressed when the dominant allele is present. Trial a single time an experiment is conducted.
Psychology and Education: A Multidisciplinary Journal, 2024
Teaching biology in high school is challenging, with numerous topics to cover and potential pitfalls to avoid. Traditional teaching methods, like using textbook pictures, can be ineffective, especially when teaching complex concepts like evolution, genetics, and kingdoms of classification. To address this, educators are turning to simulations to improve the teaching and learning process. Simulations have been used in various fields for decades, allowing scientists to model and communicate complex ideas effectively. Not surprisingly, science students also benefit from using simulations to enhance their understanding and knowledge integration. A study in Bangkok, Thailand, investigated the effectiveness of using simulations to teach selected topics in biology to Grade 12 students. The research compared a traditional lecture-based approach with a simulation-based method using an interactive computer simulation called PLIX. Results showed that students in the simulation-based group had significantly higher posttest scores than those in the traditional teaching group. This suggests that incorporating simulations into biology lessons can enhance students' understanding of complex scientific concepts. Educators are encouraged to integrate simulation-based teaching methods into their curricula to improve student learning and engagement in science education.
Computer Simulation in Teaching Science 7
Psychology and Education: A Multidisciplinary Journal, 2024
This study investigated the effectiveness of computer simulations in teaching Science 7. It Specifically answers the following questions: 1. How may the performance in the pre-test scores of the learners in the experimental and control groups be described; 2. How may the performance in the post-test scores of the learners in the experimental and control groups be described; 3. Is there a significant difference between the pre-test and post-test scores of the learners in the experimental group; 4. Is there a significant difference between the post-test scores of the learners in the experimental and control groups; and 5. What are the implications of the study to science education? The subjects of the study were eighty (80) randomly selected Grade 7 students of the Don Ramon E. Costales Memorial National High School, which were classified into two groups: the experimental group and the control group. This study employed the Experimental Design with the Pretest-Posttest Control group. Results of the study showed a significant difference in the pretest and post-test scores of the learners in the experimental group (t=-24.086, ρ=.000). These results indicate that the PhET Simulation method is effective in teaching topics in electricity. There was also a significant difference in the post-test scores of the learners in the experimental and control groups. Further, when the difference in the mean gain scores of the control group (13.9750) and the experimental group (25.6500) were compared using t-test, the tvalue obtained is 7.449 while the ρ-value is. 000.Since ρ<.05, then the difference is significant. This means that in terms of gained knowledge in electricity, there is greater learning achieved by the experimental group, which was exposed to the computer simulation method, than by the control group, which was exposed to the traditional method. Thus, the Computer simulation method is more effective in teaching Electricity than the traditional method based on their mean gain scores which showed significant difference.
The Impact of Computer Simulations on the Teaching and Learning of
2012
The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
Use of interactive computer simulations in the teaching of physical science
2011
The use of interactive computer simulations in improving the teaching and learning of physical science is considered. The importance of interactive computer simulations is the ease of being recycled and hence its sustainability. It can be reworked, retried and used by the learners. The simulations are simple computer programmes that are able to move or represent difficult concepts, ideas or representations. The research in this case was to compare Interactive Computer Simulations with the traditional talk and chalk. The background to this research is the difficult faced by learners in doing experiments in school using traditional equipment. An alternative is looked at in this research – the use of interactive computer simulations. Use of these simulations could be easier for the educators and learners. The experimental design is quasi-experimental, using intact non equivalent group design. The research design is a switching replications design whereby the treatment and control group...
Scientific Research and Essays, 2011
The purpose of this study was to examine the effects of computer simulations designed to assist 9 th grade students in learning the "cell unit". Bloom taxonomy was utilised for the design of the study and the interpretation of its findings. Participants were 91 (Male =55, Female=36) year nine students studying at Fatih Secondary School in Diyarbakir, Turkey. The control and experimental groups were selected at random. Students in the control group were taught using traditional teacher centred methods, where as students in experimental group were taught with the assistance of relevant computer simulations. An achievement test consisting of five questions in each of Bloom's six domains (that is, knowledge, comprehension, application, analysis, synthesis and evaluation) was given to both the control and experimental groups as a pre-and post-test. The data were analysed using SPSS 15.0 package program (t-test and ANOVA). Finding suggest that students who had access to the computer simulations scored higher on the post-tests.
Journal of Science Education and Technology, 2004
Biology knowledge and understanding is important not only for the conversion of the loftiest dreams into reality for a better life of individuals but also for preparing secondary pupils for such fields as agriculture, medicine, biotechnology, and genetic engineering. But a recent study has revealed that many aspects of school science (biology included) pose problems of understanding for pupils, simply because of the teaching methods used and the lack of adequate instructional resources. Nevertheless, a program was designed to incorporate the use of computer technology innovation called the computer-mediated simulations (CMS) program to enhance pupils' learning outcomes in school biology. The study was carried out in a real biology classroom setting. It involved comparisons between the treatment and control groups. A Solomon-Three Group quasi-experimental design was employed to involve three secondary schools situated along Njoro-Mau Narok and Elburgon-Molo roads in Nakuru district that were purposively sampled on the basis of easy accessibility and the availability of IBM compatible computers. A total of 102 pupils enrolled in three intact classes were exposed to the same content on cell division for a period of 3 weeks. Three dependent measuresthe Biology Achievement Test (BAT), the Biology Classroom Environment Questionnaire (BCEQ), and the Pupil Attitude Questionnaire (PAQ)-were used to assess the effectiveness of the program on the pupils' academic achievement in cell theory, their perception of the classroom environment, and attitudes towards the biology course on cell theory. The findings of the study affirmed the impact of the CMS program on the pupils' learning outcomes in that the mean gains of the participants in the treatment groups were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group. The findings also showed no relationship between the participants' gender and their learning outcomes. The study concludes that the use of the CMS program to augment conventional biology teaching has major implications for secondary biology instruction in this area.
International Journal for Innovative Technology Integration in Education. 3(1), 2019
In this era of globalization and digitization, Information and Communication Technology (ICT) competence has become a necessity. Unfortunately, most today's teachers are "digital immigrants" thus they find it difficult to use technology for instructional delivery. The development of instructional package that promotes individualization of instruction is very crucial. The purpose of this study was to develop, validate, and determine the effectiveness of computer simulation package for teaching senior secondary school biology. The study adapted mixed research methods. To determine the effectiveness of the developed package, a sample of 202 SS2 biology students was purposively selected. The package was validated by ten (10) educational technology experts, ten (10) computer experts, and fifteen (15) experienced biology teachers and trial tested on one hundred (100) purposively selected SS2 biology students. Seven instruments: COSIP, TTM, BAT, ETEVI, COMPEVI, BIOTEVI, and BIOSVI were used to collect relevant data. While BAT yielded reliability coefficient of r-0.89, the Cronbach's alpha reliability coefficient used to determine the internal consistency of the validation instruments yielded reliability coefficient as follows: ETEVI (0.76), COMPEVI (0.96), BIOTEVI (0.83), and BIOSVI (0.73). Mean, standard deviation, and ANCOVA were used to answer the research questions and test the hypothesis. Experts agreed that the package was appropriate and suitable for studying biology; the mean achievement score of students taught using the package was higher than those taught using the traditional teaching method. This implies that schools should in addition to academic skills; inculcate basic ICT skills into their students. This will not only enhance their academic performance, but increase their flexibility, job mobility, and self-reliance.