The Use of a Microcomputer-Based Classroom Simulation in the Preparation of Secondary Science Teachers.

Abstract

The purpose of the study was: (1) to develop a microcomputer classroom simulation which could provide prospective secondary science teachers with laboratory experiences in classroom management; (2) to study the impact of the simulation on prospective teachers; (3) to compare experienced science teachers in Taiwan with those in the U.S. regarding their opinions of the selected strategies and problems; and (4) to determine if the simulation results in different effects on prospective teachers of different cultural backgrounds. A group of experienced secondary science teachers was asked to evaluate the selected classroom management strategies and discipline problems. Their mean responses served as a basis for the development of the microcomputer simulation. The subjects involved in the study were students who enrolled in secondary science methods course at the University of Michigan and the National Taiwan Normal University. They were divided into two groups: a treatment group and a control group. Subjects' opinions of the classroom management strategies and problems were pre-tested, mid-tested, and post-tested using the Instrument for Assessing Teachers' Perceptions of Selected Classroom Management Strategies and Discipline Problems. The student teachers were asked to report how they allocated teaching time, and the supervising teachers were asked to evaluate the teaching competency of the student teachers. In addition, the researcher observed the student teaching and examined the lesson plans prepared by the student teachers. Data gathered were analyzed using the SPSSx computer statistical package to test the constructed hypotheses. Several conclusions were drawn from the study: (1) The simulation provides prospective science teachers with an opportunity to practice classroom management. (2) The mean responses of the American and the Chinese teachers were different on certain strategies and discipline problems. (3) The simulation results in less impact on the American students than on the Chinese students. (4) The simulation did not result in differences in teaching performance between the American experimental groups. (5) The treatment group subjects expressed positive attitudes towards the microcomputer simulation. The study has shown that instructors of science methods courses should consider the use of microcomputer classroom simulations as instructional aids for teacher preparation. Additional recommendations related to future research and development of microcomputer simulations were made. (Abstract shortened with permission of author.)