Noah Finkelstein
Department of Physics
University of Colorado

New Tools, Traditional Contexts: examining the potential of computer 
simulations for undergraduate education.

This talk explores recent work associated with the Physics Education 
Technology (PhET) project [1] at the University of Colorado.  We 
demonstrate that under the appropriate conditions students not only learn 
more but are better able to manipulate real electric circuits after using 
a simulation than students who only work with real equipment. [2] We have 
conducted a variety of studies examining the utility of one particular 
simulation, the Circuit Construction Kit, in order to document where and 
why it is supportive of student learning. Additionally, I present a 
complementary, more advanced level simulations in E/M (such as radio waves 
and lasers) to discuss general design features of these simulations, the 
characteristics of the sims that make them relatively unique and 
productive tools, and sample applications in typical undergraduate 
environments.  We find that even traditionally advanced level material may 
be presented in ways that are accessible and useful to both the general 
public (non-science majors) and advanced students (upper division 
undergraduates and graduate students).  The talk theoretically frames both 
the design and validation studies of simulation effectiveness in terms of 
social and contextual use of tools. [3] As there is time or interest I 
will discuss other work being conducted at the Physics Education Research 
group at Colorado.  including studies of students' attitudes and beliefs, 
use of representations, or systemic features of educational reform [4].

[1] http://phet.colorado.edu
[2] N D. Finkelstein, K. Perkins, W. Adams, K. Keller, P. Kohl, N. 
    Podolefsky, S. Reid, and R. LeMaster, "When learning about the real 
    world is better done virtually: a study of substituting computer 
    simulations for laboratory equipment," Physical Review, Special 
    Topics: Physics Education Research,1,1, 010103 (Sept 2005).
[3] N.D. Finkelstein, "Learning physics in context: a study of student 
    learning about electricity and magnetism," International Journal of 
    Science Education 27:1187 (Oct 2005).
[4] http://per.colorado.edu