An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation.

Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well as the role simulations can play in the curriculum.

Grantor dc:publisher

University of North Texas

Year dc:date

2007

Author dc:creator

• Lunce, Leslie Matthew

Contributors dc:contributor

• Young, Jon I.
• Mortensen, Mark
• Warren, Scott J.
• Bailey, Bambi L.

• simulation
• motivation
• engagement
• science education
• situated learning
• higher education
• Science -- Study and teaching (Higher) -- Simulation methods.
• Science -- Computer simulation.
• Science -- Computer-assisted instruction.

Statement dc:rights

• Public
• Copyright
• Lunce, Leslie Matthew
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 191955584
https://digital.library.unt.edu/ark:/67531/metadc3943/
ark: ark:/67531/metadc3943

OAI identifier oai:identifier

info:ark/67531/metadc3943