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Teaching with interactive computer‐based simulation models: Instructional dilemmas and opportunities in the High‐Adventure Science project

Mutch‐Jones, Karen ; Gasca, Santiago ; Pallant, Amy ; Lee, Hee‐Sun

School Science and Mathematics, May 2018, Vol.118(5), pp.190-200 [Peer Reviewed Journal]

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  • Title:
    Teaching with interactive computer‐based simulation models: Instructional dilemmas and opportunities in the High‐Adventure Science project
  • Author/Creator: Mutch‐Jones, Karen ; Gasca, Santiago ; Pallant, Amy ; Lee, Hee‐Sun
  • Subjects: Curriculum ; Ecology/Environment ; Evaluation ; Science/Science Education ; Teachers And Teaching ; Technology/Calculators
  • Is Part Of: School Science and Mathematics, May 2018, Vol.118(5), pp.190-200
  • Description: The purpose of this descriptive study was to examine teacher instructional dilemmas and opportunities that emerged when students worked with interactive computer‐based simulation models during the High‐Adventure Science (HAS) project. The intervention included the HAS digital curriculum, designed for grades 7–12. Each curricular unit was framed to address scientific questions in earth and environmental science, currently being investigated by scientists. Instructional support was provided through a 2‐day professional development session and through reporting systems within the curriculum. During 1 academic year, data were collected from a cohort of 12 teachers, through baseline and postimplementation surveys. From a nine‐teacher cohort subset, observation, interview, and survey data were collected during the following year. Descriptive findings indicate that a designed digital curriculum with carefully sequenced interactive models has benefits but creates instructional challenges; teacher and student roles are often flipped during the implementation of such a curriculum; and teachers may need to shift their instructional approach and find new ways to make digital learning experiences relevant and compelling as they respond to both opportunities and challenges.
  • Identifier: ISSN: 0036-6803 ; E-ISSN: 1949-8594 ; DOI: 10.1111/ssm.12278