Virtual Courseware: Web-Based Simulations for Promoting Inquiry-Based Teaching and Learning
Posted: Tuesday, January 3rd, 2012
by Paul Narguizian and Robert Desharnais
There is wide acceptance that inquiry-based curriculum programs have positive effects on cognitive achievement, process skills, and attitudes towards science. Science instructors seek engaging, effective, and inquiry-based activities that are convenient to implement in their classrooms. While the web provides a vast resource of declarative information (some of it multimedia), there are few places on the web where instructors can obtain effective inquiry-based tools for teaching science. The Virtual Courseware Project fulfills this need with interactive, web-based simulation activities that emphasize the methods of science for both life and earth science topics.
With Virtual Courseware, students learn by doing: making observations, proposing hypotheses, designing experiments, collecting and analyzing data generated by the software, and synthesizing and communicating results. The activities include an online assessment quiz that consists of randomized interactive questions. The students’ answers are graded automatically and stored in a database server, and a printable certificate of completion is issued for each student. The instructor can access student and class results, allowing them to quickly gauge how well the key concepts were understood. The simulations are designed to enhance traditional curricula and provide a supplement to experimental laboratory and field work.
As an example, the Drosophila activity allows students to simulate laboratory experiments where they breed fruit flies carrying visible mutations and analyze the offspring to determine the laws governing genetic inheritance. The paradigm for this activity is a “virtual lab bench” where students can order fly stocks carrying mutations, mate flies in an incubator, and view and count flies under a microscope. Experimental data are entered into a “lab bench computer” which is used for analysis. Data tables and images can be exported into a “laboratory notebook” and results from the notebook can be imported to create an on-line scientific report. This activity promotes inquiry-based learning and the scientific method because it allows students to propose hypotheses, design their own experiments, and collect and analyze data to test these hypotheses in an engaging virtual environment that mimics a laboratory setting.
Virtual Courseware Offerings
The development of Virtual Courseware began in 1995 with the release of the genetics application Virtual FlyLab. With the support of a series of NSF awards, several additional applications were developed in the areas of biology and earth science. These have been organized into four application suites:
- Virtual Courseware for Inquiry-Based Science Education consists of Drosophila, described above, and two other applications to be released soon: Natural Selection, which allows students investigate the evolution of traits by performing laboratory experiments involving water fleas, and Relative Dating, where students can pose and test hypotheses regarding the order of the geological events represented in a geological cross section.
- Virtual Courseware for Earth and Environmental Sciences includes two groups of activities. (1) Earthquake consists of a java-based simulation on determining the travel times of seismic waves and a second simulation on locating the epicenter and Richter magnitude of an earthquake. Also available is a version called Terremoto that is completely in Spanish. (2) Global Warming consists of two simulations and several interactive tutorials. Energy Balance allows students to explore the factors that determine the temperature on the Earth’s surface, and Future Climate Change allows students to experimentally manipulate simulations of Earth’s climate. Seven tutorials accompany these activities: Albedo, Carbon Cycle, Greenhouse Gases, Greenhouse Effects, Hydological Cycle, Milankovitch Cycles, and Seasons on Earth.
- Geology Labs On-Line has five interactive tutorials: (1) Virtual Earthquake for earthquake epicenter and magnitude determination, (2) Virtual Dating—Isochron for determining the ages of rock and minerals, (3) Virtual Dating—Radiocarbon for determining the ages of fossils and archeological artifacts, (4) Virtual River—Discharge for determining the flow and other properties of rivers, and (5) Virtual River—Flooding for determining the frequency of flooding.
- Biology Labs On-Line is a collection of 12 web-based simulations for biology education: CardioLab, DemographyLab, EnzymeLab, EvolutionLab, FlyLab, HemoglobinLab, LeafLab, MitochondriaLab, PedigreeLab, PopEcoLab, PopGenLab, and TranslationLab. It is a commercial web site hosted by the academic publisher Benjamin Cummings and jointly owned by the CSU Center for Distributed Learning and the publisher. A site-license for any of the simulations costs $133 per year.
Pre/In-service Teacher Training for Noyce Scholars
The Chancellor’s Office of the California State University was awarded a grant from the NSF NSDL program titled “Building Locally, Linking Globally: Networking Micro-Communities of Noyce Scholars for Advancing Innovations and Improvement in Mathematics and Science Education.” The Virtual Courseware Project partnered with the Noyce-NSDL team to train Noyce Scholars in the use of Virtual Courseware. Several in-person and on-line workshops were held and training materials were developed which became part of the Noyce Teaching Commons. Workshops were presented at annual western regional meetings of the Noyce Scholars and the Virtual Courseware Project hosted a one day series of hands-on workshops for over 60 Noyce Scholars in the Southwest.
The partnership has been a win-win-win situation for everyone involved. The Noyce-NSDL leadership team added another high quality instructional tool into its portfolio of on-line resources. The Virtual Courseware Project disseminated its materials to science majors who are committed to teach in high need schools throughout the nation. Most importantly, in these times of tight budgets and burgeoning technology, Noyce Scholars have been introduced to free and effective on-line simulations which allow them to implement inquiry-based learning in their classrooms in a fun and tech-savvy way.
This is the second in a series of articles that highlight features of the Noyce-NSDL project.
The Virtual Courseware Project was funded by several grants from the National Science Foundation: DUE 94552428, DUE 9752603, DUE 9980719, ESI 0352529, and DUE 0735011.
Paul Narguizian is an associate professor of biology at California State University with expertise in science education.
Robert Desharnais is a professor of professor of biology at California State University, the director of the Virtual Courseware Project, and a member of CSTA.
Posted: Thursday, September 17th, 2015
by Deb Farkas
As we get ready to go full steam ahead with implementation of the Next Generation Science Standards and eagerly await the new California Science Framework, there is no better place to be in early October than here in Sacramento, where you will find workshops, speakers, field experiences, short courses and more to inspire and re-energize your teaching. If you are not one of the more than 1,000 teachers to have registered, I invite you to do so today.
Don’t miss opening speaker, Ainissa Ramirez. Author, engineer and science evangelist, Dr. Ramirez will encourage us to ignite the spark of curiosity in all of our students and get them excited about science. Former astronaut José Hernández will close our conference with an account of his journey from migrant farm worker to engineer to mission specialist on the Space Shuttle Discovery, and his work inspiring children to “reach for the stars.” We are also pleased to offer you a variety of highly regarded focus speakers in science and education. Learn about a strength-based approach to early science education, bringing deep sea data to the classroom, ZomBees, engaging students in engineering, and literacy, non-verbal communication patterns and social justice in the science classroom. Learn More…
Posted: Tuesday, September 15th, 2015
by Joanne Michael
By now, most teachers have heard of NGSS, know that it is not going away, and have realized they will be teaching this new set of standards within the next few years. While some are excited at the possibility of new happenings, others are terrified at the prospect of having to change curriculum that they have spent years fine-tuning and tweaking. A few districts are implementing NGSS early, working out the kinks and creating guides for the rest of the state, but what about the teachers that want to venture out and try the new curriculum without the support of the entire district? It seems daunting, but there are some ways to ease into the NGSS world. Learn More…
Posted: Tuesday, September 15th, 2015
CSTA and its partners are trying to get a sense of what high school science looks like across the state. We are interested in knowing how many years of science your district requires for graduation, what the typical course taking patterns are, and a sense of the high school science teaching workforce. If you are in a position to answer these questions please take the survey. If you can’t provide that information we ask that you share this link with your district science leader or other appropriate administrator. It should not take very long to complete (less than 5 minutes) and the information will help CSTA and our partners as we plan NGSS activities and support. Thank you for filling out the survey yourself or for directing it to the appropriate person.
Posted: Tuesday, September 15th, 2015
CSTA is pleased to announce the winners of the 2015 CSTA Awards for Distinguished Contributions, Legislator of the Year, Future Science Teacher, Honorary Memberships, and the new Bertrand Advocacy Award. The following individuals and organizations will be honored during the 2015 California Science Education Conference on October 2 – 4 in Sacramento. This year’s group of awardees are truly outstanding. Please join us in congratulating them! Learn More…
Posted: Tuesday, September 15th, 2015
September already – allow me to add my welcome back wish to the others you are hearing across all 29 counties that make up CSTA Region 1!
It has certainly been a busy summer with California Science Project events across the region, and lots of activity at Math Science Partnership Grant projects as well. As you come back to class this fall, consider your summer learning, and think about how you might share it at a future CSTA conference! This year you will no doubt be trying out what you learned in your classes. By next spring you will know what you could share with colleagues at the 2016 Science Educators Conference to be held in Palm Springs. It seems a long time from now, but if you have the idea in mind as you teach your students, you can be on the lookout for what would be wonderful to share with other K-12 teachers in California. Learn More…