Lara K. Smetana

Computer Simulations to Support Science Instruction and Learning: A Critical Review of the Literature

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

Preparing Science Teachers for English Learners: A Targeted and Integrated Approach to Pre-service Teacher Education

Loyola University Chicago’s Teaching, Learning and Leading with Schools and Communities (TLLSC) pre-service, field-based teacher preparation program utilizes an apprenticeship model to prepare all candidates for working in schools and communities with culturally and linguistically diverse students. A unique and critical facet of the program is faculty with expertise in bilingual education and English learners collaborating with science education faculty to ensure candidates’ eligibility for the state’s English as Second Language (ESL) endorsement. In this chapter, the theoretical and conceptual foundations of the TLLSC program are outlined. Then, to illustrate the targeted and integrated nature of preparing science teachers for English learners (ELs), descriptive vignettes detail learning experiences and assessments, as well as provide evidence of outcomes from elementary and secondary science teacher candidates. Reflections on the challenges and opportunities of utilizing a field-based program for preparing teachers for work with ELs in science classrooms are addressed. Finally, implications for science teacher educators working in partnership with EL language and literacy experts are offered.

Incorporating Argumentation through Forensic Science

ABSTRACT This article outlines how to incorporate argumentation into a forensic science unit using a mock trial. Practical details of the mock trial include: (1) a method of scaffolding students’ development of their argument for the trial, (2) a clearly outlined set of expectations for students during the planning and implementation of the mock trial, and (3) an example of how to use questioning to guide students through the planning of the mock trial. While a general forensic science unit is provided in the article, a teacher can use the details of the mock trial with any forensic science unit for either middle school or secondary science students.