Title

Evaluating the effectiveness of simulation-based instruction about water resources in the middle school science classroom

Document Type

Conference Proceeding

Abstract

This poster describes research comparing the effect of system dynamics-based instruction versus traditional teacher-directed instruction about water management in 6th grade science classes. The study tests the hypothesis that learner use of a simulation model promotes greater understanding and better retention of the material than a teacher-led presentation of the same material. Approximately 180 sixth grade students from a Middle School in Las Vegas, NV participated in the study. Half received the same introduction followed by a session in which students used a simulation model to explore the issues on their own. Both groups were given a pre-test, a test immediately following the instruction, and another test approximately one month after the instruction. This poster discusses the results of the study.

Disciplines

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Environmental Sciences | Junior High, Intermediate, Middle School Education and Teaching | Science and Mathematics Education | Water Resource Management

Comments

Conference held in New York City, New York from July 20- July 24.

Permissions

Use Find in Your Library, contact the author, or use interlibrary loan to garner a copy of the article. Publisher copyright policy allows author to archive post-print (author’s final manuscript). When post-print is available or publisher policy changes, the article will be deposited