Developed by: Fred Goldberg and many others
middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other
What? A suite of computer simulations for teaching physics and physical science. Each simulation allows one to create many different situations to explore phenomena, conduct simulated experiments to test your own models, and to get feedback including multiple representations.
Student skills developed
- Conceptual understanding
- Using multiple representations
- Making real-world connections
Instructor effort required
- Computers for students
You can access the simulators for free from the developer's website.
This is the third highest level of research validation, corresponding to:
- at least 1 of the "based on" categories
- at least 1 of the "demonstrated to improve" categories
- at least 1 of the "studied using" categories
Research Validation Summary
Based on Research Into:
- theories of how students learn
- student ideas about specific topics
Demonstrated to Improve:
- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- retention of students
- success of underrepresented groups
- performance in subsequent classes
- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication
- F. Goldberg, How Computer Technology Can be Incorporated into a Physics Course for Prospective Elementary Teachers (American Institute of Physics, College Park, 2000).
- F. Goldberg, "Integrating experiments and computer simulations to promote learning," APS Forum on Education Newsletter (Fall 2010), pp. 33-36.
- D. Huffman, F. Goldberg, and M. Michlin, Using Computers to Create Constructivist Learning Environments: Impact on Pedagogy and Achievement, J. Comput. Math. Sci. Teaching 22 (2), 151 (2003).
- V. Otero, F. Goldberg, and A. Johnson, How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?, J. Educ. 181 (2), 57 (1999).