Jounal 2: Constructing Learning (NETS-T I, II, III)

(Note:  This is a replacement article to "Using Podcasts to Develop a Global Perspective")

Klopfer, E. (2010, February). Constructing Learning. Learning and Leading with Technology, 37(5), Retrieved from Klopfer, E. (2010). Constructing Learning. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg28


Summary: This article described using free modeling software from StarLogoTNG (The Next Generation) that allows teachers and students to easily program their own computer simulations and games. Starlogo TNG is created by the MIT Scheller Teacher Education Program (STEP). The article gives several examples to show how very complex concepts can be simulated on a computer through a program that allows the teacher or student to do the actual programming of its various variables. The programming is done using a graphical programming language represented as shapes that fit together like a jigsaw puzzle in a drag-and-drop manner. This technology would not only teach students and teachers programming but would also show how the programming outcomes has applications into other areas such as chemistry, biology and physics. The program demonstration can simulate the lesson, thereby enhancing what is read or written.


Q1: The program takes some training to learn, why not just show a simulation of an ecosystem with different variables hard-wired into the program?
A1: The beauty of using this program is to show the importance of knowing how to program when studying a particular problem. As a scientist in the industry, there will be many computer programs that the scientist will use. Simulations are great programs for scientists because they allow the scientist to formulate theories and to as “What if?” questions which can then formulate an experiment to find the answer. Simulation programs that can also be predictive are in high demand as they focus finances to lower risk projects. This program will not only allow a student to see the value of the scientist but also the value of a programmer working in the industry. There is collaborative effort that’s needed to solve our world’s problems.

Q2: So, why not replace all hands-on experiments with simulations to save some money on experimental supplies and classroom space?
A2: The article states that this is a very powerful tool to studying scientific phenomenon but it cannot replace hands-on immersion, lab experiences and especially designing one’s own experiments. Real understanding can only come from those experiences of actually doing.