Tara Rowland

EDTECH 541
BSU
Instructional Software for
High School Physical Science
Roblyer and Doering (2013) define instructional software as a general term for
computer programs designed specifically to deliver instruction or assist with
the delivery of instruction on a topic.

Instructional software can be categorized into 5 different ways it functions as
an instructional tool:
1. allows learners to work problems or answer questions and get feedback
2. Acts like a human tutor by providing all the information and instructional
activities a leaner needs to master
3. Using models to show real or imaginary systems to show how they work
or demonstrate concepts
4. Increases motivation by using game rules, drills, or simulations
5. Teaches directly and or helps learners acquire problem-solving skills

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology
into teaching. Boston: Pearson/Allyn and Bacon Publishers.
Instructional Software
What is it?
Why use it?
1. Drill and Practice
2. Tutorials
3. Simulations
4. Instructional Games
5. Problem-Solving Software
5 Types of Instructional Software
The following slides will discuss each type and apply it to
a High School Physical Science class; grades 9-12
1. Drill and Practice Software
Drill and Practice can often be referred to as drill and kill but drill
activities can allow the effective rehearsal that students need to
transfer newly learned information into long-term memory.

Relative advantage of drill and practice in a science classroom
includes:
1. Motivation
2. Immediate feedback
3. Saving teacher time
4. Retaining long term memory; especially helpful when learning
core standards in the curriculum

Interactive science crossword puzzles on a variety of topics
relevant to lessons in Physical Science class
http://www.vtaide.com/png/crosswords.htm

Teacher created games and templates ready for use by other
teachers; or teachers create their own animated flashcards
http://www.quia.com/shared/science/


Relevant Links:
Tutorial instructional software is built around a particular
sequence of curriculum/learning objectives. The expectation is
that students should be able to learn the topic without any
other help or materials (Roblyer & Doering, 2013).
Relative advantage of using tutorials in a high school science
class includes the immediate feedback to learners, motivation,
time savings, and the additional benefit of a self-contained self
paced unit of instruction
2. Tutorials
Chem Tutor is help for high school or college students on a wide
variety of science. It begins with the fundamentals and covers
topics found in physical science and chemistry class curriculums.

http://www.chemtutor.com/

Relevant Links:
Simulations are computerized models of a real or imagined
system that is designed to teach how the system works (Roblyer
& Doering, 2013). Two types have been found; those that teach
about something and those that teach how to do something.

The relative advantage of simulations include the opportunity
for students to experience a real-world situation in a controlled
digital environment. Also, simulations slows down or
compresses the time process, gets students involved, makes
experimentation safe, makes the impossible possible, saves
money and other resources, allows repetition with variables,
and allows the observation of complex processes
3. Simulations

Explore Learning math and science based virtual labs and simulations that
power inquiry learning and understanding
http://www.explorelearning.com/

Virtual simulation of an electrical current; students can run the set up model of an
electrical current and test how voltage, current, and resistance are related
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E14/E14.ht
ml

Interactive research-based simulations for physical science, chemistry
http://phet.colorado.edu/

Virtual Labs for Physical Science class; variety of topics; grades k-12
http://www.learningscience.org/physci.htm

Relevant Links:
Instructional Games provide a fun means to learning through
game-like rules and competition to reinforce learning.

Relative advantage of instructional games in science class
include knowledge retention, and the general appeal of games
to students; their desire to compete and play.
According to Roblyer and Doering (2013) instructional games
should be considered in the following situations;
In place of worksheets and exercises, to teach
cooperative group working skills, and to be used as a
reward
4. Instructional Games
Instructional Games can include several different types: competitive,
challenging, motivating, collaborative, problem-solving

A variety of created games and templates for teachers to create their
own. Games include; crossword puzzles, flashcards, battleship,
animated games
http://www.quia.com/shared/science/

Grades K-12; educational games, puzzles, diagrams in all subjects
http://www.neok12.com/

Relevant Links:
Problem-solving software directly teaches problem solving skills.

The relative advantage to problem-solving software in science classes include
learning problem solving skills for scenarios/simulations/labs or mathematical
problems .

Research and practice indicates that problem-solving software can help students
in at least 3 different ways:
1. Promotes visualization in mathematical problem solving
2. Improved interest and motivation
3. Prevents inert knowledge making knowledge and skills more meaningful
because they illustrate how and where information applies to actual
problems
5. Problem-Solving Software
Explore Learning math and science based virtual labs and
simulations that power inquiry learning and understanding. The
labs can be changed and new results gathered. There are also
built in quiz assessments and lab report worksheets for students
to fill out and send into the their teacher for grading
http://www.explorelearning.com/

Relevant Links: