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Acknowledgments
This work has been made possible with the support of our funders, including the U.S. National Science Foundation, the William and Flora Hewlett Foundation, the Gordon and Betty Moore Foundation, Google.org, and University of Colorado Boulder.
Notes:
Resources
PhET Website: https://phet.colorado.edu
Designing sim-based lessons: https://phet.colorado.edu/en/teaching-resources/activities-design
Facilitating sim-based lessons: https://phet.colorado.edu/en/teaching-resources/facilitatingActivities
Notes
1 Price, A., Wieman, C., & Perkins, K. (2019). Teaching with simulations: Teachers use simulations for student motivation, content learning, and engagement in science practices. The Science Teacher, 86(7), 46-52.
2 Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & LeMaster, R. (2005). 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), 10103.
3 Chamberlain, J. M., Lancaster, K., Parson, R., & Perkins, K. K. (2014). How guidance affects student engagement with an interactive simulation. Chemistry Education Research and Practice, 15(4), 628-638.
4 Atabas, S., Schellinger, J., Whitacre, I., Findley, K., & Hensberry, K. (2020). A tale of two sets of norms: Comparing opportunities for student agency in mathematics lessons with and without interactive simulations. The Journal of Mathematical Behavior, 58, 100761.