The Use and Benefits of Using Computer Simulations in Teaching Biology
F. Pamula, Y. Pamula and J.F. Wheldrake
School of Biological Sciences, The Faculty of Science and Engineering
The Flinders University of S.A.
Abstract
Of increasing concern among higher education institutions is the problem of maintaining the quality of education in the face of increased student numbers and continuing funding cuts. These concerns, coupled with the advent of readily accessible and relatively cost effective computer technology, has seen a marked increase in the use of computer-based education delivery systems in universities. Much debate now centres on how effective and beneficial computer-based learning (CBL) is, particularly with respect to learning and cognitive processes (Brown et al., 1989; Rowe, 1993), student performance (Mevarech et al., 1991; Stewell and Delpierre, 1992; Blackmore and Britt, 1993; Mevarech, 1993; Chambers et al., 1995), gender and age related performance (Massoud, 1991; Lee, 1993; Colley et al., 1994; Dyck and Smither, 1994) and software design and mode of delivery (Ahern, 1993; Jackson et al., 1993; Rowe, 1993; Chambers, 1995). Addressing these questions is difficult due to a lack of published data and because comparisons of student performance are difficult given the highly diverse ways in which CBL is approached, implemented and evaluated.
One area to which CBL readily lends itself is the use of computer simulations in practical or laboratory teaching. Laboratory classes aim to teach students principles of experimental design, data collection, data processing as well as the correct usage of commonly used laboratory equipment. The application of computer simulations can be beneficial if (i) the costs of running a particular experiment are prohibitive (ii) time constraints apply e.g., growth or breeding experiments (iii) ethical or humane considerations are involved e.g., experiments involving euthanasia of large numbers of animals (iv) it is difficult to observe or manipulate the phenomenon under consideration e.g., nutrient cycling in a plant community (v) it is important that students are familiar with a piece of equipment or procedure prior to undertaking an experiment e.g., familiarity with the use of a spectrophotometer (vi) rapid and efficient feedback on a students understanding of the subject material is desirable. This talk will focus on the use of computer simulations in first year biology.
B.Sc., (Hon) Flinders University
Ph. D. (Biochemistry), Flinders University
I am interested in understanding the molecular mechanisms behind development of organisms. During my Ph. D. I studied the cellular slime mould Dictyostelium discoideum because it is a very simple model organism and very amenable to molecular studies unlike many higher eukaryotic organisms. It is likely that the tools, approaches and insights gained in studying simple organisms will prepare us for understanding how to tackle similar problems in more complex organisms.
My other interest is in understanding how students learn and how computers can be used to facilitate learning. For computers to be used in the education process, there has to be a benefit to the teacher and the student. Much of the literature on this subject suggests that there are only modest gains in using computers in teaching. I think that the major factor behind this lack of success is that the software used to write multimedia is at a primitive state of development.
At present I am co-ordinator of the Computer Mediated Learning Unit in the Faculty of Science and Engineering. The computer mediated learning unit was established in 1995 to accelerate the already rapid growth in the use of computers in science teaching. The unit has 100 IBM compatible computers running Novel Netware and Microsoft Windows. Computers are used in several ways at present and some of these are outlined below:
· Computer simulations have replaced some traditional laboratory exercises where the staging of these exercises is no longer feasible or practicable.
· Marking programs are used to assess student calculations after collecting raw data in the laboratory.
· Teaching programs replace traditional lecture material in whole or in part where it is difficult to present the material in a lecture and where computer programs can more effectively demonstrate dynamic or complicated processes.
· Remedial programs are used by students to revise or relearn assumed knowledge.
· Tutorial marking programs assess tutorial papers that are unique for each student.
· Extensive use is being made of multiple choice programs to revise lecture material.