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Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114

Artificial environments can now use computers to bring ideas and concepts to teachers and students that could not be performed in a physical space. 

In the realm of science this statement rings true on many levels.  With the advent of virtual spaces we can now not only show students concepts that are physically impossible in a classroom but also allow them to form their own hypothesis's and experiments in digital environments that can be repeated and fine tuned. An engine such as CoSpaces is an environment well suited to practice the cyclical ring known as the Scientific Process

SCIENCE

Take for example these two simple videos below that are geared towards a student in grade 4. In the first the students can formulate a hypothesis regarding velocity and mass. Then in the digital environment run through the mini cycle of gathering data, refining the hypothesis and developing testable predictions.  Below  the student tests the effects of reducing the mass of the car when it is directed with a constant velocity towards the blocks

In the second video the mass of the car is increased and the results are apparent.  The Experiment can be repeated an infinite number of times with varying results. 

From here a student can develop general theories, make observations and start to refine and perhaps think how to take the experiment further.  For example changing friction and velocity or mass and friction.

This platform remains unique in that it allows for basic blockly based programming or students can delve into syntax based Java Script if they are searching for a challenge.  One of the drawbacks of using this in science is of course the amount of time it takes for teachers to create lesson (preferable videos) to guide their students through the sometimes complex task of building code and placing objects.  Where this program goes is truly up to the teacher that embrace it in their science classroom.  Technology is wonderful but it is only as powerful as the person that wields it.   

MATH

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