Professional Documents
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The Effectiveness of Using the Online Simulation Program Gizmos in Science Education
Oakland University
April, 2017
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Table of Contents
Acknowledgements..3
Abstract4
Chapter 1..5
Background..5
Assumptions and Limitations..7
Research Questions..8
Chapter 2..9
Literature Review.9
Chapter 314
Overview14
Selection of Subjects..14
Research Design.15
Description of Instruments.16
Data Analysis.16
Summary16
Chapter 418
Triangulation of Data.18
Data Source 1 (Post-Lesson Evaluation Tool)...18
Data Source 2 (Student Survey).20
Data Source 3 (Teacher Survey)21
Discussion of the Results...23
Chapter 527
Conclusions27
Recommendations..27
Implications for Future Research...29
References..30
Appendices.32
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Acknowledgements
We would first like to thank our husbands and children for giving us continual encouragement
throughout this Education Specialist Program, and for cheering us on as we neared the finish
line.
We thank the staff, students, and our colleagues at Rochester Community Schools. We would
specifically like to recognize Shelley Moore and Jennifer Steffes at Reuther Middle School, and
their students for being a part of this research project. It was exciting to take part in a real
research project and apply our understanding of how scientists answer questions.
Above all we would like to thank the Lord above. He has given us patience, strength, guidance,
and determination. This has been quite the journey and the Lord has held our hands every step of
the way.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Abstract
With the prevalence of the acronym STEM in education today, interest has grown in not
just promoting the subjects of science, technology, engineering, and mathematics as separate
entities, but in figuring out the ways they can intersect to enhance learning. The objective of this
research was to determine what effects if any, using the online science and math simulation
This study was conducted with secondary science teachers at Rochester Community Schools in
Rochester, MI. Two teachers were chosen to be a part of both the control and experimental
groups. One lesson was chosen to be presented to students through either using the online
simulation with Gizmos or through traditional instruction without Gizmos. For each teacher,
half of the classes were treated as part of the control group with traditional instruction and half of
the classes were treated as part of the experimental group with instruction using Gizmos. At the
end of each lesson, students were given assessment questions to determine their level of
In this study, students and teachers expressed positive experiences in using Gizmos for learning
in science class. Students and teachers were generally positive overall about using the computer
simulation program called Gizmos for learning in science classes. Although students were
engaged and interested in learning through technology while using Gizmos, this study did not
support the claim that using Gizmos would increase student performance on a post-lesson
assessment.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Chapter 1
Introduction
Background
explore, re-create, and receive immediate feedback about real objects, phenomena, and processes
that would otherwise be too complex, time-consuming, or dangerous (Bell & Smetana, 2009,
p.23).
Gizmos is an online math and science simulation program from ExploreLearning. There are
over 450 interactive simulations that are designed for students in grades 3-12. Gizmos enable
teachers and students to quickly progress through many different concepts or scenarios in a
single session, dramatically expanding the range of what can be shown, explained, and explored
in the classroom. Classroom discussions become more interactive and responsive to students
specific interests and difficulties, since their questions can be immediately examined and
answered using manipulatable visual models. When students are studying on their own, Gizmos
allow them to become active and engaged learners rather than passive observers of sequences of
Secondary science teachers in Rochester Community Schools (RCS) have been using Gizmos as
part of the science curriculum since 2013. Rochester Community Schools is a large school
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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district in Oakland County in southeast Michigan. RCS has thirteen elementary schools, four
middle schools, three high schools and one alternative high school. As of January, 2015, there
were about 14,700 students in the district. A total of 95% of RCS students attend post-secondary
schools. The high school graduation rate in 2015 for the district was 96.1 % (Fast facts, 2015).
In 2013, the State of Michigan adopted the Common Core State Standards in Math and English
Language Arts. The State of Michigan was considering using Smarter Balanced assessments
which would be computer adaptive. Upon examining sample Smarter Balanced assessment
items, the RCS curriculum consultants observed that math and science situations were presented
where students were asked to manipulate items and answer questions related to the effect of
those changes. Three years ago, the secondary math and science curriculum consultants at
Rochester Community Schools looked at using the Gizmos program as a way to expose students
In the first year, RCS piloted the Gizmos program with twelve math teachers and twelve science
teachers at the secondary level. At the end of the year, teachers were asked about the benefits
and challenges of using this program to determine whether or not it would be helpful to use
going forward. In the second year, the math program discontinued the use of Gizmos, while the
science department proceeded to offer the program for all secondary science teachers. Official
trainers from ExploreLearning gave all secondary science teachers 3 hours of professional
development. At the end of the 2014-15 school year, teachers were surveyed to determine which
teachers would benefit from continuing to use Gizmos in the following year.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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In the 2015-16 school year, twenty-four secondary science teachers were given access to use
renewed every year. It is important to evaluate the effects of the Gizmos program on student
learning in science to make sure that there is a positive impact for students. It is also necessary
to determine the value of renewing the subscription in upcoming years from a financial
perspective.
certain assumptions. We first assumed that the same students would be present for the entire
study with no absences or dropped students. Only a limited number of Gizmos could be used for
the study, therefore the assumption is that certain Gizmos are as effective as other Gizmos. One
underlying variable is teacher effectiveness. Comparing multiple classes with different teachers
assumes that all teacher instruction is equally effective. Another assumption is that teachers are
competent in using and instructing students in working with Gizmos. When simulations are
teacher led, students should be actively engaged through questioning, prediction generation and
testing, and conclusion drawing. Connections made to their own lives make the learning more
authentic and meaningful (Soderberg, 2003 as cited in Bell & Smetana, 2009, p. 27). Because
student surveys and teacher surveys were used, there is an assumption that students and teachers
This study also has inherent limitations. One of the biggest challenges for teachers utilizing
Gizmos were difficulties with technology. The technology needed was not always available or
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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functioning when teachers and students needed it. There are over 450 available Gizmos, and not
all Gizmos could be tested in the scope of this study. The control and experimental groups were
based on current existing classes which means there could not be perfect match between the
groups. It was also expected that some students may learn better in an online setting while others
learn better with a different approach. Additionally, the study was limited to one school and one
grade level, therefore the data may not be generalizable across the district.
Research Questions
The purpose of this study was to determine what effects using the online science
simulation program Gizmos has on student learning. First, performance on assessment questions
for students using Gizmos were compared to students receiving traditional instruction for the
same topic. Second, the students were surveyed about their own perceptions of learning when
using Gizmos. Finally, teachers were surveyed to gather anecdotal data about students use of
Gizmos. The following questions were the research questions focused on in this study.
What are the teacher perceptions of teaching and learning using Gizmos?
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Chapter 2
Gizmos is an online science and math simulation program under the parent company
ExploreLearning. Gizmos has over four hundred simulations designed to be used with students
in grades three through twelve. Rochester Community Schools has used the Gizmos program
with secondary science teachers and students over the past four years. The purpose of this
research project was to determine the benefits of using Gizmos to both students and teachers.
Students and teachers were surveyed about their use of Gizmos. It was also a goal to determine
whether or not the use of Gizmos had a measurable effect on student learning. One group of
students learned specific science content using Gizmos while a parallel group learned the same
content with standard classroom instruction. All students were evaluated on the same learning
target. The same assessment tool was used for both groups, and the results were compared.
Literature Review
animations, visualizations, and interactive laboratory experiences. Teachers can direct students
attention on learning objectives when complicated real-world environments are simplified, and
the causality of events is clearly explained through a simulation (Bell & Smetana, 2009).
Computer simulations are becoming more popular in the use of classroom instruction. Multiple
studies have been done to show the benefits of using technology-based learning for students.
possible. Learners can observe, explore, re-create, and receive immediate feedback about real
objects, phenomena, and processes that would otherwise be too complex, time-consuming, or
dangerous (Bell & Smetana, 2009). Technological advances have increasingly brought
instructional digital technologies into the science classroom. Teachers may have greater access to
internet connected classroom computers, wireless laptop carts, computer projectors, and
Researchers studying the use of simulations in the classroom have reported positive findings
overall. The literature indicates that simulations can be effective in developing content
knowledge and process skills, as well as in promoting more complicated goals such as inquiry
and conceptual change. Gains in student understanding and achievement have been reported in
general science process skills and across specific subject areas, including physics, chemistry,
biology, and Earth and space science. Although conventional instructional materials such as
manipulatives that bring the subject matter to life. Visualization results in the development of
mental constructs that allow one to think about, describe, and explain objects, phenomena, and
Studies assessing the impact of simulations on process skill development, such as identifying
variables, measuring, graphing, interpreting data, and designing experiments, have shown
computer simulations to be equally as or more valuable than traditional methods (Rudolf, 2009).
Other noted benefits to consider when comparing instructional approaches include cost and time
efficiency, student enthusiasm, high engagement, and on-task behavior while working with
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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simulations (Bell & Smetana, 2009). By exposing complex concepts and abstract phenomena,
computer simulations offer the opportunity to engage students in higher-level thinking and
challenge them to struggle with new ideas. Lessons involving computer simulations should be
When simulations are teacher led, students should be actively engaged through questioning,
prediction generation and testing, and conclusion drawing (Soderberg, 2003 as cited in Bell &
Smetana, 2009). Connections made to students own lives make the learning more authentic and
meaningful. By definition, simulations are simplified models of the real world. Although it is
necessary for students to accept the simulated environment as an intelligent and plausible
representation of reality, it is also critical that students realize the differences between the
Computer simulations technology can be used to enhance and differentiate instruction in the
classroom. Simulations and games allow teachers to differentiate instruction and address the
individual needs of a wide range of student learners. (Marino, Matthew, Blakely, Tsurusaki, &
Basham, 2011). The Gizmo advantage goes beyond technology-enhanced visualization and
interaction. According to the TSI report, effective educators should also contextualize scientific
ideas with real-world examples and make references to things students are already familiar with
or are exposed to (Cholmsky, 2003). Scientific visualization can graphically illustrate scientific
data to enable students to understand, illustrate, and gather insight from their data. Scientific
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Computer simulations are a growing form of educational technology that can help teachers
provide effective science instruction. There is much research that supports the potential value of
simulations in science instruction. However, research suggests a variety of variables may impact
the effectiveness of the simulation, including teacher practices during lessons, and clarity of
instructions (Gonczi, Bell, Maeng, & Wheeler, 2013). As a result, there is a need to understand
specific teaching strategies that increase teachers effective use of simulations and to identify
Simulations require students to become active learners who participate in building their own
understanding. In doing this, students are able to remember content better when they experience
it for themselves (Cholmsky, 2003). Simulations offer many advantages in a classroom such as:
the replacement of physical equipment that is unavailable or impractical, the ability to change
variables, provide a common visualization that facilitates communication and instruction, and
finally they put students at ease and allow them to explore (Perkins, et al, 2010).
Project Tomorrow, a national survey asked students and teachers alike what was essential to
quality science learning and both identified the use of animations, simulations, interactive white
boards, and computers. Students in eight New York public high schools involved in a case study
about what students really want, revealed that there wants closely resembled research on best
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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practices in science instruction. Students all reported wanting some form of hands on activities,
Curriculum that is interesting and engaging will help teachers cover multiple concepts in less
time. Gizmos enable teachers and students to quickly progress through many different concepts
or scenarios in a single session, dramatically expanding the range of what can be shown,
explained, and explored in the classroom (Cholmsky, 2003). Classroom discussions become
more interactive and relevant to students specific interests. Students with questions receive
quicker responses since their questions can be immediately examined and answered using
manipulative visual models. When students are studying on their own, Gizmos let them become
active and engaged learners rather than passive observers of sequences of images in a textbook
(Cholmsky 2003).
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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Chapter 3
Overview
The purpose of this study was to determine what effects using the online science
simulation program Gizmos has on student learning in science. The study was conducted with
secondary science teachers at Rochester Community Schools in Rochester, MI. Two teachers
were chosen to be a part of both the control and experimental groups. One lesson was chosen to
be presented to students through either using the online simulation with Gizmos or through
traditional instruction without Gizmos. For each teacher, half of the classes were treated as part
of the control group with traditional instruction and half of the classes were treated as part of the
experimental group with instruction using Gizmos. At the end of each lesson, students were
given assessment questions to determine their level of performance on the topics presented. In
evaluate their perception of learning while using Gizmos. Teachers were also interviewed at the
end of 2014 and 2015 to gather perception and observational data about students learning when
Selection of Subjects
In an effort to evaluate the Gizmos program, research was conducted on 7th grade
science students at Reuther Middle School in Rochester Community Schools. Two teachers
agreed to participate in this study. Each teacher had three or four sections of students in the
grade level studied for a total of seven sections. For each teacher, half of the number of their
sections were chosen to be in the control group while the other sections were assigned to the
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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experimental group. Sections were examined by prior student performance to try to divide
similar sections as equally as possible into the control and experimental groups.
Research Design
The design for this experiment is best classified as a non-equivalent Control Group
Design. The groups involved in this study were pre-arranged classes that were scheduled by
school administration. The current group of students had been together since the end of January
which is the beginning of the second semester. Because students could not be hand-picked to be
equally matched in the control and experimental groups, the groups are considered non-
equivalent. The number of students in each class was also not under the control of the
researchers.
This study of the Gizmos program was performed spring 2016 during the third marking period.
The target lesson was presented to students on a prearranged day in March. Classes that were
part of the control group received standard traditional instruction on the targeted scientific
concepts. Classes in the experimental group received instruction on the same target science
Following the exposure of students to the target material using Gizmos, students were given a
survey to determine their personal perception of learning while using the Gizmos program. In
addition, teachers who had used the Gizmos program were surveyed to gather observational and
Description of Instruments
For the target lesson, the teachers collaboratively developed evaluation questions specific
to the science concepts to be mastered. These questions were used to create a seven question
exit ticket. Students were given the post-lesson exit ticket directly after the lesson. Students
who were exposed to instruction using the Gizmos program were given student surveys to
determine their personal perception of learning while using Gizmos. The student survey had
questions with responses given on a continuum using a Likert scale. Teachers who use the
Gizmos program with their students were also surveyed about their experiences regarding
teaching and learning using Gizmos. There were perception questions answered using a Likert
scale and open-ended answer questions. The same questions were presented to teachers at the
end of the 2014-2015 school year and the 2015-2016 school year.
Data Analysis
The types of data used to conduct this action research were student surveys using a Likert
scale and open-ended questions, teacher surveys using a Likert scale and open-ended questions,
Summary
The purpose of the study was to evaluate the effectiveness of Gizmos in Science
Education with secondary science teachers at Rochester Community Schools. The research was
conducted during the 2015-16 school year. Subjects selected for this research were students and
teachers in one school in Rochester Community Schools. This study of the Gizmos program was
performed spring 2016 during the third marking period with two classes. The classes that were
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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part of the control group received standard traditional instruction on the targeted scientific
concepts. Classes in the experimental group received instruction on the same target science
Chapter 4
Triangulation of Data
Three sources of data were used to evaluate the effectiveness of the computer simulations
program, Gizmos, on student learning. Students in two different groups were taught specific
science content, with one group receiving content instruction using Gizmos and the other group
receiving traditional instruction directed by the teacher. Students were then given the same
assessment questions directly after the lesson using Gizmos and the lesson without Gizmos.
After using Gizmos, students were asked to take an opinion survey about the use of Gizmos.
Additionally, district teachers who had used Gizmos throughout the school year were asked to
give input on their perceptions of using the Gizmos program as a part of student learning. Data
about teacher perceptions was collected for both 2014-2015 and 2015-2016 school years.
The first data source was a post-lesson evaluation. The teachers for this lesson created an
exit ticket with one true or false question and six multiple choice questions to determine how
well students had mastered the target content during the 50-minute lesson. Students were given a
score based on the percentage of correct answers. The scores for the control group were
compared to those of the experimental group. The total number of students in the study was 123,
with 61 students in the control group and 62 students in the experimental group. The control
group scored an average of 5.4 answers correct out of 7 and the experimental group scored an
The data were also separated by gender to determine if there was any difference. The control
group consisted of 36 female students and 26 male students, while the experimental group
contained 38 females and 24 males. In the control group, female students scored 5.8 correct and
male students scored 4.9 correct on the post-evaluation. In the experimental group, the female
students scored an average of 5.3 correct and male students scored an average of 4.9 correct. In
comparing the control and test groups, there was no difference between how male students
performed on the post-lesson assessment. Females scored better on average in the control group
One of the limitations to this study is that a sample of convenience was used. There was no way
to randomize the groups of students. A certain number of classes were available, which needed
to be divided as evenly as possible between the control and the experimental groups, and the two
teachers involved. Based on the design of the experiment, classes needed to be kept together and
treated as whole groups. It was not possible for part of one class to be in the control group and
The teachers and the students available for this study had only used Gizmos with their students
as a teacher-led demonstration before. The students had never used Gizmos by completing an
Not all students and parents consented to participation which removed some of the scores in the
study. On the day of the study, some of the students with consent forms were absent, including a
group of students on a field trip that the teachers were not aware of before the day of the study.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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A few days after students used Gizmos on individual computers to master the target content,
students were asked to take an anonymous survey to record their opinions about using Gizmos.
Students were asked questions using a Likert scale ranging from Strongly Agree to Strongly
Disagree. The percentage of answers was compared and analyzed for general trends. The
Overall, most students felt it was beneficial to use Gizmos for learning however most
students equally felt they would not be interested in using Gizmos for other classes.
Most students felt the graphics and animations helped them learn.
The interest in using Gizmos again were equally balanced between Agreement, Neutral,
and Disagreement.
Most students felt they were on focused and on task while using the Gizmos.
Students were asked to comment on what they liked about learning with Gizmos. The most
common responses given by students were the following in order from highest to lowest
frequency:
Enjoyed playing the computer based games, it was fun and interactive, and easy to work
with
Enjoyed the independence of the activity and liked that it was not teacher directed
When students were asked what they did not like about using Gizmos, the key trends found in
Using the Gizmos did not help them learn anything new
As previously stated, a limitation to this study was that the teachers and students involved did not
have previous experience using Gizmos with students on individual computers. The data
obtained was anonymous, so there was no direct correlation between the student scores on the
post-lesson evaluation and the answers on the student survey. It was assumed that students took
Teachers who had access to Gizmos were given perception surveys using a Likert scale
and open-ended questions in the 2014-2015 school year and the 2015-2016 year. In 2014-2015,
there were 41 teachers who responded to the survey, and in 2015-2016, 20 teachers responded to
the survey. The percentage of responses in each category was analyzed to look for points of
In regards to the clarity, ease, and usefulness of the lesson materials, teacher perceptions
Teacher perceptions about students being on task or focused when the Gizmo was being
Teacher perceptions in regards to the benefit to use Gizmos for teaching was significantly
higher in 2015-2016.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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The first open-ended response question, teachers were asked what impact they observed
on teaching and learning. The most common responses over the two years of data
Gizmos presented things in a visual way that helped students understand better or learn
faster.
Gizmos allowed students to do things that could not have been done in a normal class or
lab setting.
When teachers were asked what challenges they or their students encountered when using
There was not enough time to complete the lesson in a class period.
One of the limitations of the teacher survey was that the survey was not required for all staff who
used Gizmos to complete. 2014-2015 was the first year that the Gizmos program was available
for all middle school and high school science teachers to use. Although there were over 450
different Gizmos available in science and math for teachers to choose from, the Gizmos were not
exactly grade or course specific, so there was not always a perfect match between the specific
content and level for a course and the Gizmos available. Teachers responses in the survey were
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
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not separated based on the amount of experience each teacher had in using the Gizmos program
The research regarding using computer simulations for science education gives
qualitative descriptions of the effect of using computer simulations on student learning. Bell and
Smetana (2009) reported gains in student understanding and achievement and general science
process skills across multiple areas of science. Cholmsky (2003) stated that using computer
simulations could allow students and teachers to progress through multiple concepts more
quickly. One of the main comments reported by teachers in the survey was that students were
able to learn certain concepts faster while having a greater depth of understanding and improving
Overall, students felt it was beneficial to use Gizmos for learning in science. Students reported
that they felt they were on task while completing the Gizmo, while teacher responses were more
neutral about students being on task during the instruction using Gizmos. Students reported
enjoying the visuals, graphics, and animations, and playing computer-based games that were fun
and interactive. This matches teacher comments that said students enjoyed the visual quality and
being engaged with learning through technology. These findings are supported by research by
Bell and Smetana (2009) which described benefits such as student enthusiasm, high engagement,
One important feature of using simulations for science learning is that students are able to
experience experiments or scenarios that are impossible in the classroom due to lack of
resources, possible dangers, and impractical or complex requirements (Bell & Smetana, 2009;
Perkins, et al, 2010). Teachers mentioned that using Gizmos for instruction allowed them to
present things that could not normally be done or shown easily in an actual classroom setting.
Results from the student post-lesson evaluation did not support that using Gizmos helped to
improve student performance. This study was limited in that only one lesson was used to
compare student learning with our without using Gizmos. The students and teachers involved in
the study had not used Gizmos previously as a tool for individual student learning. Gizmos had
only been used with these specific classes as part of a teacher demonstration for the whole class.
In this study, both teachers and students were using Gizmos in a way that they had not been
previously accustomed to. In addition, this particular content and lesson had been taught in prior
years using a traditional approach, therefore the teachers were very comfortable in presenting the
information. Teachers may have been less comfortable using Gizmos to guide students in
Gonczi et al. (2013) pointed out that a number of variables may impact the effectiveness of a
simulation, including teacher practices during lessons, and clarity of instructions. It was
observed that each teacher had a different style in presenting the Gizmos lesson, and that the
make-up of each student group differed based on the specific learners present. Teacher
comments from the survey did mention that students did not always feel comfortable with
Gizmos the first time using them and that they did not always read the directions carefully. This
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
25
matches student comments that referred to the directions and/or questions being confusing and
that using the Gizmos was difficult and complicated. The teacher survey also reported, however,
that students became more comfortable with and excited about using Gizmos after the first
attempt. The students in this study did not have the experience of trying Gizmos again, so there
was no data to show how students perceptions might change after multiple uses.
For some students using Gizmos as a student-directed learning activity added a level of challenge
as the learning was self-directed instead of being teacher-directed. At the same time, other
students reported that having a student-directed exercise was a positive aspect of using Gizmos.
Teachers comments also included the benefits of student-directed learning. Research supports
that computer simulations allow students to be engaged in higher-level thinking and struggle
with new ideas. Simulations can allow students learn new concepts through an inquiry approach.
The students become active learners who participate in building their own understanding,
One area of student comments that appeared to be contradictory was that students reported that
students enjoyed using Gizmos and found learning with Gizmos to be interactive and fun.
Students said that Gizmos was boring and that they did not learn anything new. In the design of
this study, seven classes were studied, where four classes did Gizmos the first day and three
classes were given standard instruction. The teachers wanted all students to get the same
experiences overall so that no one could complain that the students received different instruction.
On the second day, the groups switched so that the four experimental group classes received
standard instruction while the three control group classes did the lesson using Gizmos. Students
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
26
were only tested on their mastery of the content after the first day of instruction. For students
doing the lesson with Gizmos on the second day, it may have been a true statement to report that
the students did not learn anything new. The content presented on the second day using Gizmos
would have been a repeat of the traditional lesson taught on the first day. This may have also
contributed to the student comment that the Gizmos lesson was boring since the content was not
Chapter 5
Conclusions
In this study, both students and teachers were generally positive overall about using the
computer simulation program called Gizmos for learning in science classes. Teacher
comments were more positive in the 2015-2016 school year than in the 2014-2015 school
year. Both teacher and student comments in the surveys reported similar themes to what was
found in the literature review. Students were engaged and interested in learning through
technology. The visual computer simulations allowed students to conduct experiments and
study topics that would not have been easily accessible in the classroom. Students learned
concepts faster and more in depth than using traditional instruction in some cases. Average
student performance on the post-lesson evaluation was slightly higher for the control group
with traditional instruction than the experimental group using Gizmos as the method of
instruction. This study did not support the claim that using Gizmos would increase student
Recommendations
Although students and teachers expressed positive experiences in using Gizmos for
learning in science class, it is recognized that the student survey and post-lesson data were
limited. This study was only able to evaluate the effect of one lesson using one Gizmo.
There are many more Gizmos that could be evaluated. Student perception and performance
could change based on more familiarity with using the program. Regardless of which
simulation is used, there will be additional factors that would need to be considered including
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
28
how the Gizmo was incorporated into instruction, teacher instructions, and classroom
environment.
dependable technology. This means having technology with the correct support software
installed and regularly updated. It is also necessary to have web access through either a hard-
wired system or a wi-fi system that has the appropriate speed and capacity.
It was interesting to note that some students preferred student-directed learning using Gizmos
while other students were uncomfortable with the student-directed learning. One
recommendation for teachers might be to use Gizmos as a way to differentiate lesson based
on student interest, skill level, or perhaps even gender. Simulations could be used to either
provide enrichment or remedial instruction for particular students. The simulations can also
be assigned for students to do outside of class including in cases where students have missed
Current information about future science assessments that are being developed for the State
scientific scenarios in a format that includes text, data, and rich visuals. Students will be
asked to apply prior knowledge and scientific processing skills to answer questions about
experiments, collect data, and solve problems in a way similar to the new assessments that
are being developed. It is recommended that RCS continues to invest in the use of Gizmos
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
29
for teachers who find it valuable for instruction. As long as it is financially feasible, students
should be given the advantage of using online science simulations so that their first
experience does have to occur when they encounter high-stakes testing for the state.
It is recommended that this study be continued with multiple grade levels, different
Gizmos, and more instructors. It would be crucial to either use classes who are already
familiar with the Gizmos program for individual instruction, or compare traditional
instruction with students receiving Gizmos instruction for multiple lessons over a longer
period of time. It is important to remember that classes cannot be made equal, and that there
will always be uncontrolled human factors due to using samples of convenience. It would be
a challenge to isolate the effect of differing instruction between teachers on the data.
One minor concern from teachers was the cost of using Gizmos. A study could be done to
evaluate teacher and student perceptions, and student performance when using free online
Over the next few years, new computer-based assessments will be created for the State of
Michigan that are aligned with the Next Generation Science Standards. It may eventually be
a possibility to gather data on the use of Gizmos in the classroom and student perception or
References
Bell, R. L., & Smetana, L. K. (2009) Using computer simulations to enhance science teaching
and learning in technology in the secondary science classroom (3). Retrieved from:
http://www.nsta.org/store/product_detail.aspx?id=10.2505/PKEB217X.
Cholmsky, P. (2003, December). Why gizmos work: Empirical evidence for the instructional
https://www.explorelearning.com/.
https://cs.explorelearning.com/docs/effective_k-12_science_instruction.pdf.
Fast facts [pamphlet]. (2015). Rochester, MI: RCS Community Relations Department.
Geelan, D., Mahaffy, P., & Mukherjee, M. (2014). Scientific visualizations for developing
students' understanding of concepts in chemistry: Some findings and some lessons learned.
http://search.proquest.com.huaryu.kl.oakland.edu/docview/1697502710?accountid=12924.
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31
Goldenberg, L. B. (2011). What students really want in science class. Science Teacher, 78(6),
http://search.proquest.com.huaryu.kl.oakland.edu/docview/964178297?accountid=12924.
Gonczi, A. L., Bell, R. L., Maeng, J. L., & Wheeler, L. B. (2013). Analysis of VISTA Teachers
https://vista.gmu.edu/assets/docs/research/Analysis-of-VISTA-Teachers-Computer-
Simulation-Use_NARST2013_Final.pdf.
Marino, Matthew T., Blakely K. Tsurusaki, and James D. Basham. "Selecting software for
students with learning and other disabilities." The Science Teacher 78.3 (2011): 70. .
Perkins, K. K., Loeblein, P. J., & Dessau, K. L. (2010). Sims for science: Powerful tools to
http://search.proquest.com.huaryu.kl.oakland.edu/docview/854554254?accountid=12924.
http://cnx.org/content/m32365/latest/.
Smetana, L., & Bell, R. L. (2011). Computer simulations to support science instruction and
learning: A critical review of the literature. International Journal of Science Education, 1-34.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
32
Appendix A
Consent Forms
Dear Parent,
We are part of an Education Specialist program through Oakland University. We are doing an
action research project on the online interactive Science program called Gizmos that has been
used in Rochester Community Schools for the past three years. We plan to study the
effectiveness of the Gizmos program on student learning, as well as student perceptions of using
the program.
Sometime during the next few months, students will be given a short survey to ask their opinions
about using the Gizmos program to learn various science lessons. Your students feedback is
very valuable to us.
Participation is voluntary and all information will remain anonymous. There is no risk in taking
this survey. Refusal to participate will involve no penalty or loss of benefits and students may
withdraw consent at any time without penalty or loss of benefits.
Upon the completion of this survey, the results will be made available to the public, but no
individual student information will be made public. This information will help teachers and the
district determine the advantages of using of this program in the future.
Please indicate your permission on the form below and return it to your students teacher. If you
have any specific questions regarding this research project, please contact Lisa Ogiemwonyi at
248-726-3132 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, 248-623-9233.
Sincerely,
_____________________________________________ ________________________
Parent/Guardian Signature Date
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
33
Dear Student,
We are part of an Education Specialist program through Oakland University. We are doing a
research project on the online interactive Science program called Gizmos that has been used in
Rochester Community Schools for the past three years. We plan to study the effectiveness of the
Gizmos program on student learning, including student ideas about using the program.
Students who have used Gizmos in their classes will be given a short survey to ask about how
they like using the Gizmos program. Your feedback is very valuable to us.
Participation is voluntary and all information will remain anonymous. There is no risk in taking
this survey. Refusal to participate will involve no penalty or loss of benefits and you may
withdraw consent at any time without penalty or loss of benefits.
Upon the completion of this survey, the results will be made available to the public, but no
individual student information will be made public. This study will help teachers and the district
determine the advantages of using of this program in the future.
Please indicate your consent to be a part of the study on the form below and return it to your
teacher. If you have any specific questions regarding this research project, please contact Lisa
Ogiemwonyi at 248-726-3132 or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University,
248-623-9233.
Sincerely,
_____________________________________________ ________________________
Student Signature Date
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
34
Appendix B
N= 123
Gender (Determined by school records, not as in survey)
Male = 41%
Female = 59%
Name: __________________
1. True or False. A meteor traveling through space will not speed up or slow down unless
influence by another force.
3. If force stays the same, but I add more mass, then the acceleration .
a. Decrease
b. Increase
c. Stays the same
4. A soccer ball not moving until an unbalanced force such as your foot kicking it is an
example of what Law of Motion?
a. 1st Law
b. 2nd Law
c. 3rd Law
6. Ms. Moore is brushing up on her sumo wrestling skills. Which player requires less force to
take down to the mat, a wrestler whose mass is 210 pounds or a wrestler whose mass is 150
pounds?
a. The 210 pound wrestler
b. The 150 pound wrestler
c. They would require equal force to take down.
d. There is no force require. Ms. Moores stare is enough to take them down.
7. Mrs. Steffes is shopping. There are two shopping carts filled with the same amount of
groceries. Mrs. Steffes gives each cart a push. Shopping cart A is pushed with a small force.
Shopping cart B is pushed with a large force. What is the likely result?
a. Shopping cart A travels a farther distance than shopping cart B
b. Shopping cart B travels a farther distance than shopping cart A
c. Both shopping cart A and B travel the same distance.
d. Force has nothing to do with how far they travel.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
36
Appendix C
Student Survey
N= 179
6 0%
7 100%
8 0%
4. How were Gizmos used in your class? Please check all that apply. *
Question SA A N D SD
The Gizmos were easy for me to use 18% 36% 35% 6% 6%
I found the Gizmos instruction clear 21% 32% 35% 7% 6%
The instruments in the Gizmos were easy to follow 19% 38% 31% 7% 5%
The teachers instructions on using Gizmos was easy to
follow 24% 41% 49% 3% 3%
The Gizmos was well organized 22% 40% 27% 6% 5%
Working with Gizmos helped me learn about the topic 15% 24% 41% 16% 4%
Using a Gizmo helped clarify the concept(s) being taught 12% 28% 38% 17% 5%
Using Gizmos helped me review previously learned
concepts 18% 21% 39% 15% 7%
The Gizmos made learning fun 19% 21% 30% 16% 14%
I felt I was on task and focused when learning with
Gizmos 15% 33% 27% 16% 9%
I like the interactive quality of learning with Gizmos 24% 21% 35% 13% 7%
The graphics and animations helped me learn 18% 29% 34% 11% 8%
I would like to use Gizmos again 20% 18% 32% 15% 15%
I would be interested in using Gizmos for other classes 15% 16% 34% 20% 16%
Overall, it was beneficial to use Gizmos for learning 16% 30% 30% 11% 13%
What (if anything) did you NOT like about learning using Gizmos? *
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
38
Appendix D
Staff Survey
2014-2015 N = 41 2015-2016 N = 20
ACE 0% 0%
Rochester High School 13% 10%
Stoney Creek High School 15% 15%
Adams High School 21% 5%
Hart Middle School 13% 15%
Reuther Middle School 3% 15%
VanHoosen Middle School 15% 25%
West Middle School 15% 15%
4. Please select the statements that describe how Gizmos were used. * Check all that apply.
Gizmos were used as a demonstration with the class from a 15% 55%
single computer.
The teacher and volunteer students worked on a single computer. 10% 20%
Students worked in pairs on a single computer with either laptops 54% 45%
or in the computer lab.
Students worked as individuals on a single computer with either 71% 80%
laptops or in the computer lab.
Students did this assignment on a computer outside of the 29% 40%
classroom (e.g. at home)
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
39
5. How often do you have students use computers or iPads in your class? *
SA A N D SD
2014- 2015- 2014- 2015- 2014- 2015- 2014- 2015- 2014- 2015-
Question 15 16 15 16 15 16 15 16 15 16
Overall, it was beneficial to
use Gizmos for teaching 22% 45% 39% 50% 17% 5% 5% 0% 15% 0%
The Gizmos were easy for
me to use 29% 60% 54% 40% 12% 0% 5% 0% 0% 0%
The Gizmos were easy for
students to use 17% 40% 41% 50% 27% 10% 12% 0% 2% 0%
Students found the Gizmos
instructions clear 7% 25% 46% 70% 27% 5% 15% 0% 2% 0%
Using Gizmos enhanced
student learning 30% 50% 40% 45% 15% 5% 7% 0% 8% 0%
Using a Gizmo helped
clarify the concept(s) being
taught 24% 45% 43% 55% 19% 0% 7% 0% 7% 0%
The students were on task or
focused when the Gizmo
was being used 24% 40% 45% 50% 24% 5% 5% 0% 0% 0%
The students liked the
interactive quality of the
Gizmos 17% 30% 39% 60% 41% 10% 2% 0% 0% 0%
The graphics and animations
helped the students learn 37% 45% 37% 50% 20% 0% 7% 0% 0% 0%
Lesson Materials: The
teacher guide was easy to
follow. 27% 65% 44% 35% 22% 0% 5% 0% 2% 0%
Lesson Materials: The
handouts for the lesson were
clear 23% 45% 45% 55% 25% 0% 3% 0% 5% 0%
Lesson Materials: The
handouts for the lesson plan
were useful 25% 50% 43% 50% 20% 0% 10% 0% 3% 0%
Materials: Overall, the
lesson materials were well
designed 22% 45% 39% 55% 29% 0% 2% 0% 7% 0%
If you used the lesson materials provided with the Gizmos, did you make any changes to
the lesson plan that was provided? Please explain.
What impact did you observe on teaching and learning when using Gizmos? Please give
examples, if possible.
EFFECTIVENESS OF GIZMOS IN SCIENCE EDUCATION
41
What challenges did you or your students encounter when using Gizmos? Please give
examples, if possible.