Using simulations to develop the quality of grade four students' explanations of inheritance and heredity. (c2012)

Abstract

Computer simulations are increasingly used in science classrooms for educational purposes. Some research studies have shown positive results when using simulations as cognitive instructional tools while others have shown no difference when compared to other approaches. This research study aimed to answer the following research questions: Does a simulation within inquiry-based learning teaching approach improve the quality of student explanations in the domain of genetics? Does the addition of simulations to inquiry-based learning improve students’ explanations more than inquiry-based learning alone? How do the features of the simulations within inquiry-based learning impact the quality of students’ explanations? The sample of students used in this study included 22 4th grade students in an IBO school in Lebanon. This sample was divided randomly and equally into a simulation-inquiry group and a non-simulation-inquiry group. To help answering the research questions, the researcher used a variety of quantitative and qualitative methods of data collection and analysis that included: administering pre-and post-tests, videotaping the simulation groups’ interactions, and audio taping interviews with three students from the inquiry group and four students from the simulation group. The pre and post tests were analyzed using an ANCOVA. The results of analyzing the pre-and post-tests showed that simulations and inquiry-based learning both helped improve students’ explanations in the domain of genetics, but no one was better than the other. The videos of the interactions were transcribed and the researcher was able to identify distinct features of the interactions that were relevant to the goal of improving the quality of explanations in genetics. These included the following categories: ease of using the simulations; features of the simulations that help clarify the concepts presented; simulations readily encouraged spontaneous connection to daily life; using examples from the simulations to answer questions related to the domain of genetics; guidance from the worksheets; need of support from the teacher; and features of simulations that caused confusion among students. Moreover, the audio recorded interviews were transcribed and analysis revealed the following categories that captured differences in reasoning between the inquiry and the simulation group members interviewed: source of ideas; use of analogies; use of terminology; and scientific/nonscientific explanations. The implications of the study for further research and teaching are also discussed.