Learning science-based, environments

A fundamentally different type of simulation is offered by science-based learning environments. Such environments incorporate some general-purpose mathematical engine that either represents nature directly or that can be programmed to represent nature. Examples are Mathematica (7) and some similar programs (8-9) for general analytical modeling in the physical sciences and Interactive Physics for introductory classical mechanics (10). Mathematica and Interactive Physics can be applied to countless topics, as opposed to the narrow focus of Flash-based simulations. Even more importantly, Mathematica and Interactive Physics are open-ended in that the software may accommodate unscripted inquiries and follow-up questions. 

To summarize, science-based learning environments use storyboarding of topics not as a means in itself instead, they address the subject matter via the predictive power of an underlying general engine. As tools that generate real data and with the ability to handle unscripted queries, science-based software environments provide a 2151 century version of the laboratory experience. 

The Focus-Explore-Reflect-Apply" learning cycle incorporated into the STC units is based on research findings about children s learning. These findings indicate that knowledge is actively constructed by each learner and that children learn science best in a hands-on experimental environment where they can make their own discoveries. The steps of the learning cycle are as follows ... 

Schank, R, Kozma, R. (2002). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 27(3), 253-279. 

Mathematica, Interactive Physics, Spartan, and Odyssey are all available with protocols and content (sometimes from third parties) for subject-specific topics. The learning objectives, however, go beyond those of specific content. Being very different from memorization aids, method-based learning environments have at least the potential to familiarize students with the process and the principles of science. It is precisely the use of a multi-purpose tool that makes students invoke the generic reasoning skills, both qualitatively and quantitatively, that are the hallmark of a scientifically literate mind. Sometimes there is value in using fewer applications for more purposes ... 

After the end of World War II, science was a major organizing factor in Sweden s focusing attention on possible health and environmental risks from humans discharge of chemicals into the environment. For many decades, Sweden has been hailed as an enviable example of how effective environmental policies based on sound expertise can be implemented to the benefit of its inhabitants, and in many respects this reputation is well deserved. For instance, it is now possible to catch salmon from bridges in Stockholm, and a steady stream of delegations from other nations has arrived to learn more about the Swedish model for environmental protection. 

The overall goals of this interdisciplinary conference were to summarize scientific and policy lessons learned from the attempt to mitigate acid deposition, and to discuss the future of transboundary pollutants and market-based emission control systems. Anthony Janetos, Vice President of the Heinz Center for Science, Economics and the Environment gave the keynote address providing the conferees with an historical perspective on lessons learned from the acid deposition research experience. In the evening address, Paul Portney, the former President and Senior Fellow of Resources for the Future discussed economical benefits and costs of air pollution... 

Herath, S., Herath, A., Siddqui, M., El-Jallad, K. (2013). A project based CS/IS-1 course with an active learning environment. International Journal of Advanced Computer Science and ApplicationsfiJACSA), 4, 31-37. 

David L. Ferguson is associate professor in the Department of Technology and Society in the College of Engineering and Applied Sciences at the State University of New York at Stony Brook. He has published papers in the areas of quantitative methods, the discovery of algorithms, and computer-based learning environments. He has held research grants in mathematics and computer science education from the National Science Foundation and U. S. 

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