Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?

Autor/inn/en	Gonczi, Amanda L.; Maeng, Jennifer L.; Bell, Randy L.; Whitworth, Brooke A.
Titel	Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?
Quelle	In: Computers in the Schools, 33 (2016) 3, S.133-152 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2016.1205351
Schlagwörter	Computer Simulation; Professional Development; Elementary School Science; Mixed Methods Research; Science Instruction; Inquiry; Probability; Technology Integration; Educational Technology; Science Teachers; Technology Uses in Education; Science Education; Control Groups; Instructional Materials; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Lehrmaterial; Lehrmittel
Abstract	This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, X[superscript 2](1) = 0.878, p = 0.349, f = -0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = 0.228, f = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01