Computer simulations can offer students the opportunity to observe a real-world experience and interact with it (Sahin, 2006; Nilsson & Jakobsson, 2011; Widiyatmoko, 2018). Effective use of the computer simulation technology medium enhances learning in a science classroom because it can help facilitate communication, encourage inquiry, increase opportunity for collaboration between learners, and is used to make teaching/instructional materials.
While a lot has been written about the use of virtual simulations in the science classroom (Smith, & Puntambekar,2010; Merchant, 2019, Yılmaz & Hebebci, 2022), we need to know more about how teachers decide on the type or particular simulation to use. This study aims to understand when teachers use virtual simulations, why they use them, how they use them, the challenges they encounter, and if they have alternatives to the simulations. This study aims to foreground teacher perspectives on how and why they select simulations.
Previous literature has provided information about why teachers use simulations in science classrooms. In explaining the attractiveness of virtual simulations, Scalise et. al (2011) stated that “with school funding evaporating, strong educators, school districts, particularly in smaller, poorer, rural or more remote areas, view virtual labs as an attractive choice” (p.1051). The availability of virtual tools has created opportunities for teachers to better engage students using appropriate examples that may reduce misconceptions.
Since this study aimed to provide teachers a voice by presenting their perspectives, the qualitative research method was used. The following research questions were developed to better understand these parameters, with the hope that the results from this study will provide enlightenment.
This was qualitative research using the multiple case study approach and a descriptive cross-case design meant to answer the research question: What are the considerations that grades 9-12 teachers use in selecting or adopting virtual simulations in science education? The data source was the semi-structured interviews and lesson plans shared by teachers who volunteered to participate after completing the invitation.
A high school in a district in the midwestern United States was used in this study. The school district is a 1:1 device district, which means all students have school-issued devices. The target population used for this study was science teachers currently teaching in the selected high school of the district. Six participants volunteered to participate ( 3 males & 3 females). These participants are referred to in this study using pseudonyms for anonymity.
Table 1
Participants' Demographics and Simulation Use Information
Criteria | Elsa | Jasmine | Theo | Alvin | Daphne | Simon |
|---|---|---|---|---|---|---|
Content Area | Biology Earth and Space Science | Chemistry | Environmental Science Chemistry | Biology Chemistry | Physics | Biology |
Years of Teaching | Over 20 years | Over 10 years | About 20 years | About 5 years | Over 10 years | About 20 years |
Gender | Female | Female | Male | Male | Female | Male |
Age Range | Above 50 | 35-45 | 35-45 | 25-34 | Above 50 | 35-45 |
Frequency of using Simulation | All the time At least 2 per unit | Not frequently About twice a semester | Frequently, about 7-8 for one course every few weeks 2 continuously throughout the year 4- 6 times for extra practice for another course | Not frequently | Frequently | Frequently Almost 1 per unit |
The interview responses were analyzed using thematic descriptive analysis, while content analysis was done on the lesson plans. Initial codes (predetermined code or apriori), which are descriptive codes, were used as a criterion for data collection. The data collection instruments (interview protocol questions) were derived based on the codes. Some emergent codes were derived after a review of the information from the data collected. The table below shows the specific categories of the predetermined and emergent codes, as well as their definition. The emergent codes are represented in italics in Table 2.
Table 2
Themes, Predetermined & Emergent Coding Scheme of virtual simulation use
Definition | Codes | Category | Themes |
|---|---|---|---|
What teachers consider before selecting or adopting the simulation to use | Accessibility Cost/Subscription Student type Difficulty levels/Rigor Ease of Access & Use Curriculum Content Link to LMS Downloads or Direct Access Manipulability (Editable Variable outputs) Engaging Appearance Data Collecting Capacity Input and Output Capability Complexity of variable options Differentiation Versatility | CONS (Consideration) |
|
After reviewing the information shared by the various participants, a cross-case analysis was required to examine the similarities and differences between the information shared. This is especially relevant so we can see how various practitioners use the same tool for instruction. The information is presented in Table 3.
Table 3
Summary of Participants' Interview Responses
Participants | Consideration | Memorable Quotes |
|---|---|---|
Elsa | high quality, | "If students are unable to figure out what, what to do on a simulation, then they're gonna be less likely to pursue |
Jasmine | directly link to the LMS, | "allow students to kind of see what can't be seen otherwise"
|
Theo | Accessibility | " I don't do simulations just for the sake of them"
|
Alvin | Appearances | "Not because I don't like it or anything, honestly, it's just implementation time, making sure I'm utilizing it well"
|
Daphne | depends on the class level | "if it's an entry level, like first time taking physics, I use those simulation to learn about the concepts |
Simon | Visualization | " it's something that students have a hard time visualizing, so it gives them a visual"
|
Focus on Student type, learning levels, and rigor. According to one of the teachers interviewed, they preferred to use simulations for students in advanced classes rather than in lower-level classes. For instance, they would rather provide a simulation for an AP physics class on pulley systems but run a hands-on lab for a general-level physics class. They have noticed this reduces the rate of misconceptions. Daphne mentioned that “ The driver always is the level of exposure that they had to physics already. So if they have no previous exposure, I try to have physical models. If they already have a little bit of knowledge or experience with those concepts, then I can have either more technology involved in the setup or maybe have a simulation”.
Accurate representation, especially the appearance and graphics relevant to the concepts. A teacher shared that they select specific simulations to fit with the particular concept they want to illustrate, using the statement, “I like to use a lot of simulations when some concepts are a little bit more abstract or harder to see.” Therefore, knowing their students, how they learn, and the best way to present the information to facilitate learning, can be regarded as a major consideration for the teachers before selecting a simulation.
Some of the teachers mentioned how misconceptions can occur while students are using simulations. They advised that the teacher has to be aware of this all the time so they can handle any situation that comes up. According to Daphne, “ It also depends on the actual simulation because, as I said, there's some simulations that if you do not clarify certain aspects of the simulation to the student, it can create misconceptions just because a lot of what they see is not something that they will see in normal life.” Accurate representation, appearance, and graphics were shared as some of the reasons simulations may be chosen, but they could also contribute to misconceptions on the part of the student.
Ease of access, use, and versatility, especially with LMS - with devices, especially mobile phones, becoming ubiquitous, it makes sense for teachers to select a simulation that students can easily use on their mobile phones. An existing tool is used for instruction, potentially reducing the incidence of unauthorized mobile phone usage during classroom instruction and contributing to effective classroom management.
The results also suggested that teachers select simulations based on how they can easily be understood and manipulated by both teachers and students. Some teachers discussed how they use certain simulations to portray very advanced and abstract concepts, which may not easily be illustrated using a hands-on lab, therefore making the concepts easily accessible to students. Having issues with accessibility of the content may introduce a stressful situation where the students are focused on getting the simulation to work properly instead of learning the concepts required. Which could cause a challenge of too much focus on the learning tool rather than on the learning the tool is supposed to provide.
In conclusion, while some teachers’ use of simulation may be limited because of the factors mentioned previously, availability of resources for physical labs also negates the use of simulations by teachers. This situation creates a situation where some teachers might not use simulations because they have the resources available to run physical labs.
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