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

Document Type

Conference Proceeding


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.


Instructional systems; Lecture method in teaching; Middle school teaching; Science – Study and teaching (Middle school); System analysis; System theory; Teaching; Water resource management – Study and teaching (Middle school) – Simulation methods


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


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


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