Abstract

This dissertation focuses on whole-class science teaching with computer simulations. Computer simulations display dynamic, visual representations of natural phenomena and can make a great contribution to the science classroom. Simulations can be used in multiple ways. Teachers who have an interactive whiteboard at their disposal have the opportunity to support their teaching with simulations in front of the class. It is also possible to let students work individually with simulations, in a computer room, using laptops or –more recently– tablets. However, the required planning and time are a barrier for learning with simulations individually or in small groups. Use of computer simulations in whole-class teaching and controlled primarily by the teacher has its own particular dynamics compared to the more small-scale settings. This thesis explores those dynamics in relation to control, initiative and activity. In particular, involving students in whole-class interaction around simulations is studied.
Original languageEnglish
Awarding Institution
  • University of Twente
Supervisors/Advisors
  • Supervisor
  • Advisor
Date of Award29 Aug 2014
Place of PublicationEnschede
Publisher
Print ISBNs978-94-0211-958-9
DOIs
StatePublished - 29 Aug 2014

Fingerprint

simulation
computer simulation
earning a doctorate
teacher
science
small group
student
computer
classroom
representation
planning
contribution
interaction
control
learning
activity

Keywords

  • IR-93718
  • METIS-305467

Cite this

Rutten, N. P. G. (2014). Teaching with simulations Enschede: Universiteit Twente DOI: 10.3990/1.9789402119589
Rutten, N.P.G.. / Teaching with simulations. Enschede : Universiteit Twente, 2014. 154 p.
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Rutten, NPG 2014, 'Teaching with simulations', University of Twente, Enschede. DOI: 10.3990/1.9789402119589

Teaching with simulations. / Rutten, N.P.G.

Enschede : Universiteit Twente, 2014. 154 p.

Research output: ScientificPhD Thesis - Research UT, graduation UT

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Rutten NPG. Teaching with simulations. Enschede: Universiteit Twente, 2014. 154 p. Available from, DOI: 10.3990/1.9789402119589