Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?
Computers in the School
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, χ2(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.
Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell & Brooke A. Whitworth (2016) Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Computers in the Schools, 33:3, 133-152, DOI: 10.1080/07380569.2016.1205351
The published version of this article can be found here: https://www.tandfonline.com/doi/abs/10.1080/07380569.2016.1205351