According to the previous studies, computer simulation programs have potential and characteristics to help students learning science through the ability to model and simulate many scientific concepts, scientific experiments and natural phenomena. In other words, its can transform real scientific experiments and natural phenomena into digital forms, which allows the representation and modeling of these experiments and phenomena similar to reality, but is cheaper than implementing them in reality. These programs for example, can simulate the pollination process or the photosynthesis system in plant growth (Cepni et al., 2006), electrical currents and simple electric circuits (Zacharia, 2007; Jaakkola & Nurmi, 2008) physical changes in matter or kinetic molecular theory (Stern et al., 2008), the workings of the human digestive system, as well as other natural phenomena such as cloud formation, moon phases, and rainfall. All of these are displayed in a clear and simplified way and are explained step-by-step so students can work at their own pace, including explanations of all the tools or elements needed for the experiment and/or the elements involved in each phenomenon. Thus, the problem of a lack or unavailability of tools or materials can be solved through ICSS (see Figure 8).
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Figure 8. Some instructional models for science topics with simulation software
Abood (2007, P:199), Wellington (1985, P: 60) and Wellington (2000, P: 201) determine empirically that simulation software saves money by replacing such equipment as Bunsen burners, test tube racks, test tubes and thermometers (see Figure 9). This happens through the imitation of such tools in digital form by displaying them on the computer screen, with the advantage of allowing the student to control them. Moreover, the students can work with confidently without risk. Thus, obstacles that may pose a danger to students in some of the experiments may be removed. For example, in a lesson on natural changes in matter, students need to heat a solid using a flame to convert it to a liquid state and then to a gas state (see Figure 9).
The water cycle in nature The three states of water
Human digestion How electric circuits work
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Figure 9. Model of experiment of “natural changes in matter” (Source: edumedia-sciences.com)
Also if the time and place are not suitable for the lesson objectives, such as moon phases lessons (see Trundle and Bell, 2010), the simulation software can create the environment and help to achieve the objectives desired from this lesson (see Figure 10)
Figure 10. Lesson of moon phases by computer simulation program
Time is a main obstacle to conducting scientific experiments or doing field trip. When a teacher wants to conduct an experiment, he/she needs a great deal of time to prepare the components, substances, and so forth, and distribute them on the bench; check his or her work before lessons and after finishing the experiments, clean the components and return the tools to their storage place, the traditional role of the teacher - the current situation in Kuwait in case the material is available - is dominant in conducting the experiment in front of the students as a demonstration and the role of the students is only to notice the results. Also there is insufficient time to repeat an experiment for the students who do not understand or cannot see because of space limitations and student overcrowding. Abrahams and Millar (2008) suggest that there is insufficient time after experiments are conducted to discuss the results with students and
View of the new moon in the seventh day (first quarter) through simulation software, which eliminates the need to ask students to go outside at night. The experiment tools are shown on the
screen
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link the experiment with the main idea in the lesson. Therefore, the outcomes of practical work on the students are positive in a hands-on sense, but poor in a “minds-on" scientific thinking sense.
By contrast, a click of a button in the simulation program on the computer screen can solve such problems. In this way, computer simulation may eliminate the problem of redoing an experiment several times for students in less than a minute. Moreover, the models of scientific experiments and natural phenomena can be kept on small discs (i.e., CD-ROMs (Compact Discs, read-only-memory)) and can be easily distributed to students whatever their number, carried anywhere and started at any time, because there is no need to be connected to the internet. Thus, ICSS program helps to overcome the problem of limited time allotted for the lesson.With taking into account some limitation and risk in overuse of using simulation which will mentions later in this chapter.
Learning is an active process in Piaget’s view (including physical action and mental processes) and students should be involved and engaged in the educational process to construct knowledge. In science education, practical work is considered an active learning method depending on hands-on activity (House of Commons Science and Technology Committee [HCSTC], 2002). In addition to the characteristics of ICSS as mention above, it is also distinct from other educational tools in that it possesses interactive characteristics. This interactivity not only enables students to observe or listens in order to reflect on what is introduced to them on the computer screen about scientific experiments or natural phenomenon, interactivity also enables students to manipulate the variables of the experiment or phenomenon. After the manipulation, computer simulation can then show the student the impact of this manipulation, a feature named "immediate feedback."
Through this interaction between the student and the computer simulation software supported by teacher scaffolding, the active learning desired by officials in MOE by science teachers can be achieved.
Interactive computer simulations software can display the idea or concepts in scientific experiments or natural phenomena in way that allows students to see details that cannot be seen or that are invisible during experiments in a real science lab (Jaakkola & Nurmi, 2008), and with the opportunity for students to manipulate the variables of the displayed experiments. This gives students the opportunity to engage in active learning, where and when the simulation starts to display the topic desired to be taught through the computer screen. The student then starts to retrieve prior knowledge or preconceptions from long-term memory that relate to the topic displayed in front of him or her through the computer screen, and this allows the students to make a comparison between what can be expected
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or predicted based on their previous experiences and the new scientific concepts and information provided to them (through the simulation program). If their prior knowledge and preconceptions are inconsistent with what they are presented as correct scientific concepts during the lesson, a cognitive conflict will be created and the students will feel dissatisfied with their previous knowledge or preconceptions, and thus they will feel the need to restructure, or change and correct their misconceptions (see Jimoyiannis and Komis, 2001).
To ensure the success of using interactive computer simulation to achieve conceptual change through teacher scaffolding, I adopt the conceptual change model proposed by Posner et al. (1982), in which they pointed out that to achieve a change in student misconceptions, the new concept should have three conditions or features: (a) intelligibility, (b) plausibility and (c) fruitfulness (see chapter two).
Interactive simulation software provides these conditions of the conceptual change model by showing the desired new concepts to be taught in different forms through the computer screen (see Talib et al, 2005). As these forms may comprise of a mixture of words (as printed on the screen or spoken text) and pictures (as dynamic graphics in the form of animations and video), or static graphics (photos, maps, or illustrations) and these forms depend on the eyes and ears of students to sense them, therefore the current study adopted the multimedia cognitive theory of multimedia learning (CTML) proposed by Mayer (2009). CTML analyses how to use multimedia through combining words and pictures without cognitive load occurring during the display of the interactive simulation software in science education. For example, using dynamic picture plus printed words or the teacher speaking (sound) at the same time leads to distraction of the student focus and attention (see Chapter 2).
In conclusion, both rationales (the conceptual change and the CTML) support using characteristics and features of interactive computer simulation software to represent and modeling scientific experiments and natural phenomena, whether they are dangerous or complex, in a simplified and clear way for students. Also, the teacher should support this process by acting as a facilitator and guide by using scaffolding (Jimoyiannis & Komis, 2001; Al-Enezy, 2009). All of these benefits formed my conviction and encouraged me to use interactive computer simulation software as an education tool in the intervention in current study.