Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

Autor/inn/en	Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.
Titel	Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use
Quelle	In: International Journal of Science Education, 38 (2016) 11, S.1800-1824 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1217363
Schlagwörter	Elementary School Teachers; Science Teachers; Video Technology; Worksheets; Science Instruction; Computer Simulation; Cooperative Learning; Teaching Methods; Faculty Development; Teacher Education; Computer Assisted Instruction; Correlation; Statistical Analysis; Surveys; Likert Scales; Observation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Computer based training; Computerunterstützter Unterricht; Korrelation; Statistische Analyse; Survey; Umfrage; Befragung; Likert-Skala; Beobachtung
Abstract	This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01