研究


PhET: Research and Development: How PhET simulations are designed, and the research process of refining the simulations to best promote learning.



PhETは、インタラクティブ・シミュレーションがより良く理解されるよう、デザインと使い方の両方について研究を行っています。
  1. どの特長がこれらシミュレーションを学習に効果的なツールとするのか、その理由は何か。
  2. 生徒が学習のためにこれらのツールをどのように取り入れ、インタラクティブに活用しているのか、そしてそのプロセスに何が影響するのか。
  3. いつ、どのように、そしてなぜこれらのツールが多種多様な学習環境において効果的なのか。
The PhET simulation design principles are based on research on how students learn (Bransford et al., 2000) and from our simulation interviews (see PhET Design Process). Between four and six think-aloud style interviews with individual students are done with each simulation. These interviews provide a rich data source for studying interface design and student learning. The PhET Look and Feel briefly describes our interface design principles and a complete discussion is found in the pair of papers by Adams et al., 2008.

研究から得られる一般的な質問に対する答え

「PhETシミュレーションは、実際の実験装置に代わることができますか？」
私たちの研究によって、PhETシミュレーションが概念の理解により効果があることが分かりました。しかしながら、シミュレーションでは対処できない体験型実験教室の目標が多数あります。たとえば、機器の機能に関する特定のスキルです。実験教室の目標によっては、シミュレーションのみか、または、シミュレーションと実在の機器の組み合せがより効果的かもしれません。

「家に帰ってシミュレーションで遊ぶようにインストラクターが告げるだけで、生徒は学ぶことができるでしょうか？」
生徒の多くは、進級など直接な動機づけがない限り、自分の自由時間に科学シミュレーションで遊びながら時間を過ごすほどの意欲を持っていません（シミュレーションは面白いけれど、それほどでもない）。これが、シミュレーションを宿題に最も効果的に取り入れるためのプロジェクトを、私たちが推進する理由の1つです。

「授業の中で、PhETシミュレーションの活用に最も適した部分はどこですか？」
PhETシミュレーションが、講義、教室でのアクティビティ、実験教室及び宿題において非常に有効であることが分かっています。最小限のテキストで構築されているので、授業のどの部分にも簡単に取り入れることができます。

当面の関心事:

理解構築のための類推法の使用: 生徒は、シミュレーションでの類推によって非日常的な現象を理解します。画像による描写は、生徒が類推を使う際に重要な役割を果たします。

教室での規範を変えるツールとしてのシミュレーション: シミュレーションは科学の社会文化的規範を枠として作られていますが、生徒が授業に参加する際の従来の規範を変えるためにも使うことができます。

学習と積極的な探索を促すシミュレーションの特色: 私たちのデザイン原則は、生徒の積極的な関与に効果的なツールとなるシミュレーションの重要な特徴を特定します。今後は、生徒が理解する際に、それぞれの特徴がどのように作用するのか詳しく研究したいと思います。

シミュレーションを宿題に取り入れる: シミュレーションには、他の学習ツールのほとんどに含まれていない独自の特徴があります（対話性、アニメーション、動的フィードバック、効果的な探索を可能とする）。

化学シミュレーションの有効性: 化学シミュレーションがどの場面でどのように効果的な学習ツールになり得るのか、その限度の調査を始めたところです。

出版物と発表

効果的なシミュレーション・デザインのための重要な特色（主にインタービューで得たデータ）

教室での活用に関する研究

PhETシミュレーションについて

学習に関する生徒の認識

Other Work by PhET Researchers

Publications on PhET Simulations by Other Researchers

  • Constructionism and microworlds as part of a 21st century learning activity to impact student engagement and confidence in physics, Wickham, C. M., Girvan, C., & Tangney, B., (2016, Feb). Sipitakiat, A., & Tutiyaphuengprasert, N. (Eds.) Proceedings of Constructionism 2016. Paper presented at Constructionism 2016, Bangkok Thailand (34-41).
  • Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics , Fan, Xinxin, (2015). PhD Thesis, School of Education, The University of Queensland.
  • Use of physics simulations in whole class and small group settings: Comparative case studies, A.L. Stephens & J.J. Clement , Computers & Education 86, 137-156, 2015.
  • Balancing Act: Do Preservice Teachers in an Integrated Mathematics/Science Course Categorize a Levers Problem as Mathematics or Science?, P. Cormas, Annual meeting of the Association for Science Teacher Education (ASTE), San Antonio, January, 2014.
  • Investigating the Relationship Between the Substance Metaphor for Energy and Its Proposed Affordances and Limitations, L. M. Goodhew and A. D. Robertson, in preparation for 2014 Physics Education Research Conference Proceedings, edited by P. V. Englehardt, A. D. Churukian, and D. L. Jones (AIP, Minneapolis, MN), 2014.
  • Not a magic bullet: the effect of scaffolding on knowledge and attitudes in online simulations, Roll, I., Briseno, A., Yee, N., & Welsh, A., In J. Polman, E. Kyza, I. Tabak, & K. O’Neill, proceedings of the International Conference of the Learning Sciences. (30%), 2014.
  • Students’ adaptation and transfer of strategies across levels of scaffolding in an exploratory environment, Roll, I., Yee, N., Briseno, A, In proceedings of the International Conference on Intelligent Tutoring Systems. Honolulu, HI, 2014.
  • The impact of computer simulations as interactive demonstration tools on the performance of Grade 11 learners in electromagnetis, Kotoka J and Kriek J., African Journal of Research in Mathematics, Science and Technology Education 18(1), 2014.
  • Animation or Simulation: Investigating the Importance of Interactivity for Learning Solubility Equilibria, Akaygun, S. & Jones, L. L., In J. P. Suits & M. J. Sanger, (Eds.) Pedagogic Roles of Animations and Simulations in Chemistry Courses, (pp. 127-159), Washington, DC: Oxford University Press, 2014.
  • How Does Level of Guidance Affect Understanding When Students Use a Dynamic Simulation of Liquid-Vapor Equilibrium?, Akaygun, S. & Jones, L. L., In I. Devetak, & S. A. Glazar, (Eds), Learning with understanding in the chemistry classroom, (pp. 243-263), Dordrecht, The Netherlands: Springer, 2014.
  • Multimodal study of visual problem solving in chemistry with multiple representations, S. Hansen, Dissertation, Teachers College, Columbia University, 2014.
  • Designing online scaffolds for interactive computer simulation, Chen, C.-H., Wu, I.-C., & Jen, F.-L, Interactive Learning Environments, 21(3), 229–243, 2013.
  • Computer simulations and clear observations do not guarantee conceptual understanding, Renken, M. D., & Nunez, N., Learning and Instruction, 23, 10–23, 2013.
  • Applying cognitive developmental psychology to middle school physics learning: The rule assessment method, Hallinen, N. R., Chi, M., Chin, D. B., Prempeh, J., Blair, K. P., & Schwartz, D. L., 1513, 158–161, 2013.
  • “Re-Simulating”: Physics Simulations for Blind Students, Bulbul, M. S., Demirtas, D., Garip, B., & Oktay, O., Presented at the New Perspectives in Science Education., 2013.
  • Electromagnetic Induction, Yochum, H., et.al., Science & Children. 51(2):63-67, 2013.
  • Teacher candidates' knowledge construction with technology, Zhou, G., & Xu, Z., Knowledge construction and multimodal curriculum development (pp.112-127). IGI Global, 2013.
  • Enhancing Students’ Scientific Literacy In Science Education Using Interactive Simulations: A Critical Literature Review, Fan, X. & Geelan, D.R., Journal of Computers in Mathematics and Science Teaching, 32(2), 125-171, 2013.
  • Radiation and Atomic Literacy for Nonscientists, Johnson, A, Science 342(6157): 436-437, 2013.
  • Students’ Conceptual Change in Electricity and Magnetism using Simulations: a Comparison of Cognitive Perturbation and Cognitive Conflict, Dega, BG, Kriek J & Mogese, TF, Journal of Research in Science Teaching 50(6)pp.677-698, 2013.
  • Teacher education using computer simulations—pre and in-service primary school teacher training to teach science, Pinto, A., Barbot, A., Viegas, C., Silva, A. A., Santos, C. A., & Lopes, J. B., Learning Science in the Society of Computers, 28–36., 2012.
  • Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry, Sun, D., & Looi, C.-K., Journal of Science Education and Technology, 2012.
  • The learning effects of computer simulations in science education, Rutten, N., van Joolingen, W. R., & van der Veen, J. T., Computers & Education, 58(1), 136–153, 2012.
  • Adding value to physics education technology simulations. , Kruhlak, R. J., Vanholsbeeck, F., & Coghill, C., 2012.
  • Inquiry-based Lessons and PhET Simulations - A Great Match for Middle School Classrooms, Zimmer, E., Presented at the Society for Information Technology & Teacher Education International Conference 2012: AACE, Chesapeake, VA., 2012.
  • Effectiveness of Computer Simulations in Physics Teaching/Learning, Aklilu, T., LAMBERT Academic Publishing GmbH &Co. KG and licensors, 2012.
  • Effects of Computer Simulations on Undergraduate Science Students Physics Achievement, Aklilu, T., Bereket, G., Melak, M., & Tefaye, G., A stand-alone paper virtually presented at the 2012 Annual international Conference of NARST held on March 25-28/2012 at Indianapolis, Indian, USA, 2012.
  • Integrating Information Technology and Science Education for the Future: A Theoretical Review on the Educational Use of Interactive Simulations, Xinxin Fan & David Geelan, in Proceedings of the 2012 Australian Computers in Education Conference: It's time, Australian Council for Computers in Education, Australia, 2012.
  • Effectiveness of Scientific Visualizations in Year 11 Chemistry and Physics Education, David Geelan, in Proceedings of the 2012 Australian Computers in Education Conference: It's time, Australian Council for Computers in Education, Australia, 2012.
  • The usefulness of log based clustering in a complex simulation environment, Kardan, S., Roll, I., & Conati, C. (to appear), In S. Trausen-Matu & K. Boyer, proceedings of the International Conference on Intelligent Tutoring Systems, 2012.
  • Identifying & Resolving Problematic Student Thinking About Ionizing Radiation, Maidl, R., et al., National Conference on Undergraduate Research, Weber State College, Ogden, UT, UNC Asheville, 2012.
  • Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts, Ramlo, S., Teaching and Teacher Education, 28(7), pp 928-935, 2012.
  • Learning Science Through Computer Games and Simulations., Committee on Science Learning Computer Games, S. A. E., Education, B. O. S., Education, D. O. B. A. S. S. A., National Research Council, National Academies Press, 2011.
  • Science modelling in pre-calculus: how to make mathematics problems contextually meaningful. , Sokolowski, A., Yalvac, B., & Loving, C., International Journal of Mathematical Education in Science and Technology, 42(3), 283–297, 2011.
  • Discussion-based strategies for use of simulations and animations in middle and high school science classrooms, Leibovitch, A., Stephens, L., Price, N., & Clement, J., Proceedings 
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  • Effectiveness of Computer Simulations in the Teaching/ Learning of Physics, Aklilu, T., Tilahun T., and Mesfin T., A stand-alone paper presented at the 2011 Annual international Conference of NARST held on April 3-6/2011 Orlando, Florida, USA, 2011.
  • The use of Interactive Computer Simulations with regard to access to Education – a social justice issue, Kaheru, SJM, Mpeta M and Kriek J, Journal of Educational Studies 10(2) pp 89 - 106, 2011.
  • The activity of simulations to the practical work of foundation physics students at the University of Limpopo, Mhlongo, R, Kriek, J and Basson I, Multicultural education and technology journal. 5(4) p 288-302, 2011.
  • Explaining across contrasting cases for deep understanding in science: An example using interactive simulations, Chase, C. C., Shemwell, J. T., & Schwartz, D. L., 2010.
  • In-service science teachers’ views about learning physics after a one week workshop, Ramlo, S. & Nicholas, J., Human Subjectivity, 1, pp 109-120, 2010.
  • Teachers’ beliefs and their intention to use interactive simulations in their classrooms, Kriek, J. and Stols, G., South African Journal of Education 30 pp. 439 - 456, 2010.
  • Spatial Learning and Computer Simulations in Science, Lindgren, R., & Schwartz, D. L., International Journal of Science Education, 31(3), 419–438, 2009.
  • Student perspectives on learning physics and their relationship with learning force and motion concepts: A study using Q methodology, Ramlo, S., Human Subjectivity, 2, pp 73-90, 2008.
  • Pengembangan Lembar Kerja Siswa Berbasis Inkuiri Melalui Media Virtual PhET Untuk Melatihkan Keterampilan Berpikir Kritis Siswa Pada Materi Pemanasan Global, K. Rohmah, Rachmadiarti F. & Setiawan B., Universitas Negeri Surabaya (Indonesian).
  • Kerja laboratorium Melalui Phet untuk meremediasi miskonsepsi siswa kelas VIII SMP Negeri 1 Sungai Raya pada materi Hukum Archimedes, Diar Dwi Winarto, Tanjungpura University (Indonesian).
  • Scientific Inquiry in Mathematics: A Case of Implementing Scientific Simulations for Analyzing Problems on Motion., Sokolowski, A..
  • Teachers using interactive simulations to scaffold inquiry instruction in physical science education, Geelan, D.R. & Fan, X., In J. Gilbert and B. Eilam (Eds.) Science Teachers' Use of Visual Representations. Dordrecht: Springer..
  • Action Research Paper for Master's in Interdisciplinary Studies at University of Northern Colorado: The Effect of Computer Simulations on Learning High School Physics, K. Bibbey.
  • Impact of Electronic Simulations on students’ learning in Lebanese 10th Grade Electricity Courses. (Ph.d research), F. Yehya.
  • Comparison between two active methodologies for learning basic electric circuit’s concepts: demonstrative experiments and interactive simulations, D. Lopez.
  • Evaluating a Novel Instructional Sequence for Conceptual Development in Physics Using Interactive Simulations, Fan, X., Geelan, D. & Gillies, R., Submitted to the International Journal of Science Education, Under Review.