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Visual Programming with Squeak SimBuilder: Techniques for E-Learning in the Creation of Science Frameworks
PROCEEDINGS

, , , , Auburn University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In addressing students with learning deficiencies it is often useful to approach the students in a manner that does not directly emphasize the students' weaknesses, but instead focuses on their strengths. The SimBuilder Science Project targets fourth and fifth grade students with reading deficiencies, with the goal of improving reading comprehension through science by creating computer based simulations using the Squeak SimBuilder e-learning tool. The Squeak software allows novice programmers to create educational simulations from scratch. The students were given a science challenge based on their grade level, and asked to create a simulation that would present a solution to this challenge. The students were assigned articles every week which were directly related to their science problems. They were also asked to keep a journal in which they responded to “thinking like a scientist” questions.

Citation

Williams, A., Seals, C., Rouse, K. & Gilbert, J.E. (2006). Visual Programming with Squeak SimBuilder: Techniques for E-Learning in the Creation of Science Frameworks. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1509-1514). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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Cited By

  1. Enhancing Reading Literacy in Elementary Children using Programming for Scientific Simulations

    Alexandria Williams, Kenneth Rouse, Cheryl Seals & Juan Gilbert, Auburn University, United States

    International Journal on E-Learning Vol. 8, No. 1 (January 2009) pp. 57–69

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