Using

Simulations to
Teach Science,
Technology,
Engineering, and
Mathematics
Adam T. Wasilko

What are/why these subjects?

The acronym STEM stands for: science, technology, engineering,
and mathematics.
Any field that falls under these disciplines is considered a STEM
subject area.
Some common examples are:

Physics /Nuclear Physics

Chemistry /Biochemistry/Chemical Engineering
Mathematics / Statistics
Computer Science/Computer Engineering
Electrical/ Mechanical/Civil Engineering
Aerospace Science /Astrophysics /Astronomy
Biology/Bioinformatics /Neurobiology
Atmospheric Sciences
Nanotechnology

 The National Science Foundation considers these subjects as vital

to the technology and advancement of society.

We are constantly subject new to scientific and

technological innovations and findings

The educational community needs to better prepare

the students entering fields that use them

Issues such as nuclear waste, stem cells, and

global warming are all at the forefront of the news

Each has a technological component to understand

(Trefil & Trefil, 2009)

A Nation at Risk & Beyond

Famous 1983 report from the US Government

that says we are falling behind in Science &
Math education and calls for educational
reform (Lawrence, 1994).

Is scientific literacy on the rise since this

report?

Reports from the National Science Foundation

reports that it has remained nearly stagnant for the
last twenty years (Klentschy, 2008).

E-Learning
With

STEM education being based so

heavily in technology e-learning is a
natural place to start with educational
reform

Specifically,

virtual lab experiences can

be very useful

The

National Science Teachers

Association (NSTA) supports multimedia
enhanced learning of science
(Waller, 2001)

Barriers to Learning
knowledge
conceptual

information

of factual information
understanding of clusters of

lack

of understanding of principles that

demonstrate phenomenological
relationships among concepts
(McCleery & Tindall, 1999)

A fourth barrier?
Funding
Instruments
Supplies
Physical

space

Educated

workforce

Remote Access vs. Virtual Labs

Remote

Experiment performed remotely via a

computer to generate real time data

Virtual

Access

Labs

Realistic simulations, gives realistic data but

not real data

Virtual Labs, Gizmos

Topic Selected: Mystery Chemical Analysis

What next?
Examine

lab work

the efficacy compared to actual

Determine

useful in

Integrate

which settings this may be

into current practices to better

STEM education

Additional References

Chlomsky, P. (2003). Empirical evidence for the instructional

effectiveness of explorlearnings interactive content.
Charlottesville, VA: Explore Learning.

Esche, S.. (2005). On the integration of remote experimentation

into undergraduate laboratories pedagogical approach.
Journal of Instructional Media, 32(4), 397-408.

Klentshcy, M.. (2008).Developing teacher leaders in science:

Attaining and sustaining science reform. Science Educator,17(2),
57-65.

Kooser, A., Jenkins, J., & Welch, L.. (2003). Inductively coupled
plasma-atomic emission spectroscopy: Two laboratory activities
for the undergraduate instrumental analysis course. Journal of
Chemical Education, 80(1), 86-94.

Lawrence, C. (1994). The sandia report and U.S. achievement: An

assessment. Journal of Educational Research, 87(3), 133-147.

Ma, J., & Nickerson, J. (2006). Hands-on, simulated, and remote

laboratories: A comparative literature review. ACM Computing
Surveys, 3(8), 1-24.

Marino, M., & Beecher, C.. (2010). Conceptualizing RTI in the 21ST
century secondary science classrooms: Video games potential to
provide tiered support and progress monitoring for students with
learning disabilities. Learning Disability Quarterly, 33(4), 299-313.

McCleery, J. A., & Tindal, G. A. (1999). Teaching the scientific

method to at-risk students and students with learning disabilities
through concept anchoring and explicit instruction. Remedial and
Special Education, 20, 7-18.

Nickerson, J., Corter, J., Esche, S., & Chasspis, C.. (2007). A model for
evaluating the effectiveness of remote engineering laboratories
and simulations in education. Computers and Education, 49, 708725.

Waller, V., & Wilson, J.(2001). A Definition for E-Learning Open and
Distance Learning Quality Council (ODLQC). Newsletter(11).