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

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. C...

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Bibliographic Details
Published in:Computers in the schools 2016-07, Vol.33 (3), p.133-152
Main Authors: Gonczi, Amanda L., Maeng, Jennifer L., Bell, Randy L., Whitworth, Brooke A.
Format: Article
Language:English
Subjects:
Barriers
Computer Simulation
Control Groups
Cooperation
Educational Technology
Elementary School Science
elementary science
Fisher Exact Probability Test
Inquiry
Inquiry method
Instructional Materials
Learning Theories
Lesson Plans
Mathematical models
Mixed Methods Research
Modelling
Policies
Probability
Professional Development
School Policy
Science Education
Science Instruction
Science Teachers
Semi Structured Interviews
simulations
situated learning theory
Standardized Tests
Technology Integration
Technology Uses in Education
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Summary: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, χ 2 (1) = 0.878, p = .349, φ = −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 = .228, φ = 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.
ISSN:0738-0569
1528-7033
DOI:10.1080/07380569.2016.1205351