interactive simulations
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2022 ◽  
pp. 189-211
Author(s):  
Matthew Mills ◽  
Brett Winston

This chapter aims to enhance the ability of healthcare educators to identify learner skill levels, develop and implement an appropriate simulation or scenario-based learning technique, and provide optimal feedback to refine clinical reasoning and decision-making development of the learner. The concept of problem-based learning is outlined and applied to the creation of virtual patient cases to augment clinical experiences for healthcare students amidst the COVID-19 pandemic. Through the use of appropriately targeted learning objectives, case design, and feedback strategies, students will be able to continue their professional and academic development in a post-pandemic landscape.


2022 ◽  
Vol 15 (1) ◽  
pp. 277-292
Author(s):  
Mhamed Ben Ouahi ◽  
◽  
Driss Lamri ◽  
Taoufik Hassouni ◽  
El Mehdi Al Ibrahmi ◽  
...  

E-psychologie ◽  
2021 ◽  
Vol 15 (4) ◽  
pp. 91-91
Author(s):  
Cyril Brom

Amulab states for advanced multimedia learning laboratory. Here we explore how people learn from instructional materials that combine verbal and visual information, and we help develop such materials. Our main focus is on advanced materials in the sense of new media – animations, tutorials, interactive simulations, educational games, and so on.


2021 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Ai Sadidah ◽  
Asep Irvan Irvani

Artikel ini bertujuan untuk menjelaskan penggunaan PhET Interactive Simulations sebagai pendukung maupun penganti laboratorium real dalam pembelajaran IPA materi pokok Hukum Coulomb. Analisis data dilakukan dengan metode deskriptif kualitatif. Berdasarkan hasil analisis diperoleh kesimpulan bahwa penggunaan simulasi interaktif dalam pembelajaran pada topik Hukum Coulomb memberikan respons positif siswa dalam menemukan hubungan faktor-faktor yang mempengaruhi gaya Coulomb, respons baik dalam antusiasme pembelajaran dan kemampuan pemecahan masalah peserta didik, karena simulasi interaktif dapat menjelaskan konsep yang abstrak dan dalam penggunaannya tidak memerlukan waktu yang banyak.


2021 ◽  
Vol 11 (9) ◽  
pp. 506
Author(s):  
Žaneta Gerhátová ◽  
Peter Perichta ◽  
Marián Drienovský ◽  
Marián Palcut

The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.


2021 ◽  
Vol 9 ◽  
Author(s):  
A. Sánchez-Zurano ◽  
J. L. Guzmán ◽  
F. G. Acién ◽  
J. M. Fernández-Sevilla

This paper presents a novel simulation tool to understand and analyze biological models for wastewater treatment processes using microalgae. The models for this type of processes are very complex to be analyzed because of the very different phenomena, variables and parameters involved. The model already included in the tool has been validated at controlled conditions simulating outdoor ones, it being useful to simulate real outdoor cultures. The major contribution of the proposed tool is that these models can be easily and interactively simulated and compared. The tool allows simulating biological models only considering microalgae or including the microalgae-bacteria consortium. Moreover, the simulations can be done only using the solar radiation contribution or by adding the environmental and bacteria effects as cardinal terms. Furthermore, the effects of the wastewater properties or different microalgae strains can be evaluated. The interactive simulations can be performed for selected days as representative of the different year seasons that are already preloaded in the tool. However, the user can also load data from other locations to simulate the models under particular conditions.


2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Rafael Brock Domingos ◽  
Ryan Nepomuceno Montemor ◽  
Ricardo Roberto Plaza Teixeira

Este artigo faz uma análise das potencialidades existentes no uso didático de três softwares de simulação elaborados para o ensino de conceitos científicos: “Stellarium”, “Monte um átomo” do “PhET – Interactive Simulations” e “Exoplanet Transit Hunt”. Durante a investigação foram estruturadas e realizadas apresentações de divulgação científicas sobre temas de astronomia, astrofísica e cosmologia que se utilizaram estes softwares. São relatadas experiências envolvidas nas ações que ocorreram em 2018 e em 2019, em instituições de ensino do litoral norte paulista, a partir das parcerias desenvolvidas com o campus de Caraguatatuba do Instituto Federal de São Paulo (IFSP). A fundamentação teórica para as atividades realizadas foi feita a partir de uma revisão bibliográfica sobre a literatura científica existente sobre os temas em questão, em livros, artigos de revistas especializadas, trabalhos apresentados em congressos acadêmicos, dissertações de mestrado e teses de doutorado. As atividades realizadas evidenciaram que os três softwares utilizados colaboraram consideravelmente com a compreensão dos conceitos científicos envolvidos. As ações permitiram notar também um grande interesse por temas de astronomia pelos alunos da educação básica, o que é algo que deve ser considerado na elaboração de estratégias para a melhoria da educação científica nas escolas de ensino fundamental e médio.


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