1.

INTRODUCTION

Computer simulations built specifically for teaching and learning have evolved over the past two to three decades to allow for the possibility of dynamic discovery-oriented learning. This primer tackles some introductory considerations for the use of simulations in education. STELLA (Simulation in Teaching and Learning) supports diverse learning styles with a wide range of storytelling features. Using a simulation with a deliberate discovery approach allows a learner to learn the model through experimentation with it. Rather than memorizing the relationships of a model as a given, students can be tasked with deriving the relationship through manipulating parameters in the model, thus creating their own mental model which they can more readily apply and adapt to new problems and situations. STELLA will explore the potential of simulations and games to support cognitive and social learning in light of new technologies, media and our knowledge of cognition and learning processes. 1.1 STELLA SOFTWARE

STELLA is a software package that allows users to build models of complex systems. It is an object-oriented programming environment. Models are created by connecting icons into a model framework so that the structure of the model is very transparent. The software automatically creates the underlying equations based on user input. Education and research are most exciting when they move out of the lecture hall and library and provide opportunity to create experience and see. A practical way to dynamically visualize and communicate how complex systems and ideas really work is offered by STELLA. Whether they are first time or experienced modellers, teachers, students and researchers can use STELLA to explore and answer endless questions like, how does climate change influence an ecosystem over time and how do oil prices respond to shock in supply and demand?

2.0

APPLICATION 2.1 THE BALLOON PROBLEM

For the application by using STEELA Software, I had chosen The Balloon Problem as seen in Figure 1. Before run the simulation, teacher gives some introduction to the students about the Balloon Problem. A balloon is released from the ground about 150 meters away from a stationary observer. The balloon rises at a rate of say, 50 m per second. How fast is the balloon receding from the observer, when it is roughly 300 meters away from the observer? By using the diagrams and animation, it will help visual learners discover relationships between variables in an equation.

Figure 1

Simulation 1:

Figure 1.1 From Figure 1.1, the initial distance between balloon and observer is 50 cm. From the figure we can say that, after the balloon is release the distance between the observer and the balloon is nearly same. While the rate at which balloon recedes distance per time is extremely higher at first the balloon is releasing and the rate become constant after 2 seconds. Simulation 2:

Figure 1.2
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Figure 1.2 shows the changes of rate, height and distance of the balloon when the balloon is 100 cm from the observer. After the balloon is release, the height of the balloon and the distance between the balloon and the observer is now show a little bit difference. While the rate at which balloon recedes with distance over time become constant after 4 seconds. Simulation 3:

Figure 1.3 By referring to the figure 1.3, the distance of the balloon and the observer increase to 150 cm. Now the height of the balloon after release and the distance of the observer is show their different clearly. While the rate at which balloon recedes with distance per time become constant after 8 seconds.

Simulation 4:

Figure 1.4 Figure 1.4 shows the distance of the balloon and the observer on 200 cm. The height of the balloon and the distance between the balloon and the observer show the different very clearly. While the rate at which balloon recedes with distance per time become constant after 10 seconds.

2.2

DISCUSSION

From the simulation of Balloon Problem we can say that when the distance of the balloon is increase from the observer, the height of the balloon also increase and become constant at a certain time. While the distance between the observer and the balloon will become constant from initial to the final after releasing of the balloon. Besides that, the rate of the balloon recedes with distance per time is directly proportional to the distance between balloon and the observer. The rate of receding will become constant after a few second depending on the distance between the balloon and the observer.

3.0

ADVANTAGES

There are lots of advantages of using Stella in teaching and learning especially to students. Students can understanding and refining their own though processes. Stella also harnesses the power of story example engagement and enjoyment. Importantly, Stella can motivate student and it can help students make a prediction. 3.1 MOTIVATE STUDENTS

Providing students with comprehensive education and training is important to ensure that they will create a good impression during lesson. Using simulation in teaching and learning can build the situation in teaching and learning process becomes more interesting and exciting. This is because the learners can explore everything in various types of experiments. The most fascinating experience for lecturers with respect to their students is to see them blossom as they gain self-confidence to negotiate intellectually with the pressing local and global issues of the day, and to use some of their newfound skills and abilities in engaging critically with them. Its simulation programme involves a disaster scenario with mass casualties followed by responses from students who must ensure delivery of emergency and humanitarian aid in a professional manner. The process to be investigated takes place so quickly in reality that it cannot be examined through the traditional experiment, certain chemical processes. Changes in a chemical reaction should be presented at such a pace in educational situations that observation is possible. In reality those changes can hardly be noticed and they are not interesting for calculations, but only for the acquisition of insight. The process to be examined can proceed too slowly in reality, example biological growing processes. Students will become boring to do the experiment traditionally, but by using Stella or simulation the changes of the reactions will be seen clearly. Simulation often goes hand in hand with visualization. The results of changes that a student puts into a model are directly shown on the screen. This generally appeals to students. Students become excited to learn the processes.

Simulation can be very purposive and for certain students very useful, such as students who need some insight before they are able to learn and understand a new concept. The student can insert those parameter values that he or she thinks will produce a result which is of interest to him. The student also can devote his attention to parts that interest him. Besides that, the student can skip other parts or aspects. This way he or she learns how to experiment systematically and they can choose how he or she wants to approach a simulation experiment, how often he or she wants to repeat the experiment and to which degree he or she wants to intervene. In computer simulation there are usually many ways to achieve the goals the student has set himself. If well-designed, learning how to operate a computer simulation program generally requires little effort. A short introduction by the teacher is often sufficient to enable the student to work with the program. It can be an advantage that the student perceives that not everything can be used as input. The student realizes that variables and parameters have their limits, and learns what input is reasonable for a particular variable and what input yields relevant information. Using simulation in teaching will help student highly motivating for both intrinsically and extrinsically.

3.2

STUDENTS CAN MAKE PREDICTION

Experimentation, manipulation of media, and personal experience are critical allies in deepening learning. We know that student engagement and motivation are critical to sustained understanding. Simulations and games provide powerful new opportunities for learning. There are two statements that proved the simulation can help student making prediction. 1. The more students use multiple systems of representing knowledge, the better they are able to think about and recall what they have learned (Marzano, Pickering, & Pollock, 2001).

2. Providing students the opportunity to visualize and model improves their chances for understanding. Simulations enhance this potential by making modelling dynamic. Games and modeling activities can elicit curiosity, create a demand for knowledge, and enable students to discover knowledge through exploration (Edelson, 1998). Simulations allow learners the opportunity to model, explore, and try out a variety of strategies. Role-playing is a learning experience where students collaboratively invent, experiment, and practice interpersonal skills in a relatively low-risk environment. Experimental simulations provide learners the opportunity to engage in situations that would otherwise be too hazardous or cost prohibitive to conduct in the classroom. For example, a simulation of an atom smasher uses gum balls to help students envision what happens in a linear accelerator. A rollercoaster design simulator allows students to experiment with slope, angle, and speed. Symbolic simulations dynamically represent the behavior of a population, system, or set of processes. The student is on the outside looking in, conducting operations and manipulating variables to explore reactions. Symbolic simulations allow students to discover and explain scientific relationships, predict events, and learn procedural skills. For example, biology students can use simulation software to explore the implications of vanishing habitat on various species. The use of technology offers unprecedented experimental environments in which to learn.

When students are able to represent and explore new information in science classrooms using modelling tools, they are able to explore and deepen their understanding, as well as share it with others. This helps them understand the phenomena they are investigating. Simulations can provide students engaging experiences towards learning crisis -management, communication and problem solving, data management, and collaboration. From the opinion of Prof. Luerhman, he said that a simulation stimulates active engagement of students. They are playing a role, not just reading and analysing. They make decisions and see the results of their decisions in the response of other players and the outcome of the simulation. Simulations generate much more energy among students than traditional lectures or case discussions. With simulations, students can explore the impact of multiple decisions at the same time. Simulations also allow students to validate their common sense relative to a particular situation. Besides that, simulation forces students to synthesize and integrate what they read and make actual decisions based on facts or data presented in the case. Simulations give students a temporal dimension, an opportunity to experience outcomes that change based on their inputs over time. In addition, simulation provides one way to provide some variety in pedagogy. They also provide that rapid feedback on student decision-making which is so critical for their learning. A simulation allows students to be in their own skin and directly experiment with ideas. It's very different from a standard class. A simulation requires action, and decisions. Students are right in the mix, having an experience as opposed to reading about an experience. From the result shown in simulations, student will able to predict what will happen next. For example in physic subject or physic experiment, student will be able to predict the formula of the reaction. Simulation really help student in teaching and learning.

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DISADVANTAGES

There are not only advantages connected with the use of computer simulation programs in education and training. Limitations are in some cases the result of the wrong or inappropriate use of such programs. There are possibility limitations of a general and educational. 1. Some factors have a lot of influence on the whole. 2. A computer simulation program cannot develop the students' emotional and intuitive awareness. 3. Computer simulation cannot react to unexpected 'sub-goals' which the student may develop during a learning-process 4. Computer simulation programs may function well from a technical point of view, but they are difficult to fit into a curriculum. 5. Often a computer simulation program cannot be adapted to take into different student levels into account within a group or class.

5.0

CONCLUSION

As a conclusion, simulation is some good idea for a teacher to use it during teaching and learning session. It not just help student understanding what we are teach, but it also help us saving the time. Learning is also better facilitated through an element of fun and self-discovery. To optimise result in teaching and teaching we should combine of lectures, simulation games and linking students to live debates happening in real time during classes. It's hard to get them to stop talking about it, they want to do it over and over, and to share the experience. They have fun, it's engaging, they laugh, and they are surprised. And it's memorable. I believe that a good simulation offers opportunities for rich discussion and powerful learning even if the results don't work as predicted in the instruction's manual. I also believe that a diversity of outcomes represents one of the strengths of a good simulation. As a new teacher, we should make a different when we enter the school later. We can make all students love us because of making them love the science subject such as biology, chemistry and physic. We also have the responsibility to introduce the veteran teacher to use simulation like STELLA during their lesson. As a result, all the students will love to learn.
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